| Section | FT Item # | FT Item Wording - redacted | FT Construct | FT Research Question | S1 National Item # | S1 National Item Wording - redacted | S1 National Construct | S1 National Research Question | Added | Dropped | Changed | Rationale for additions, drops, or changes |
| INQ | INQ001 | Question "Thank you for launching the ECLS survey about (CHILD}! We would like to collect some information about {CHILD}'s school and home experiences._x000D_ _x000D_ Here are some tips to keep in mind when completing the survey:_x000D_ _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows._x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA | INQ001 | Question "Thank you for launching the ECLS survey about (CHILD}! Here are some tips to keep in mind when completing the survey: •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible. •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off. •To protect your privacy, you will be logged off if you are idle for 10 minutes. •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon. •You may skip any questions that you do not want to answer. Please click on the “Next” button below to start the survey.” |
Introduction | NA | Yes | Revised to be consistent with spring kindergarten national. | ||
| INQ | INQ001b | Question “In {{MONTH} {YEAR}}, {PREVIOUS ROUND RESPONDENT’S FIRST NAME} {PREVIOUS ROUND RESPONDENT’S LAST NAME} {approximately {PREVIOUS ROUND RESPONDENT’S AGE} years old} completed a survey for the study. _x000D_ _x000D_ Are you {PREVIOUS ROUND RESPONDENT’S FIRST NAME} {PREVIOUS ROUND RESPONDENT’S LAST NAME}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Respondent selection | NA | Yes | For spring first grade, we are recompleting this information instead of preloading. | ||||||
| INQ | INQ002 | Question "Are you the parent or guardian in the household who knows the most about {CHILD}’s care, education, and health?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No, another parent or guardian in the household knows the most about {CHILD}’s care, education, and health._x000D_ 3. No, {CHILD} does not live in this household._x000D_ |
Respondent selection | NA | INQ002 | Question "First, we would like to collect some information about {CHILD}'s school and home experiences. Are you the parent or guardian in the household who knows the most about {CHILD}’s care, education, and health?" ---- 1. Yes 2. No, another parent or guardian in the household knows the most about {CHILD}'s care, education, and health. 3. No, {CHILD} does not live in this household. |
Respondent selection | NA | Yes | Introduced transition text to the item stem to smooth the transition to the question. | ||
| INQ | INQ005a | Question “We would like to contact the parent or guardian who {lives in this household/lives with {CHILD}} and knows the most about {CHILD}'s care, education, and health. Please provide the contact information for that person{, in this household,} so that we can contact him or her for the survey._x000D_ _x000D_ First Name: " |
Alternate respondent selection | NA | INQ005a | Question “We would like to contact the parent or guardian who {lives in this household/lives with {CHILD}} and knows the most about {CHILD}'s care, education, and health. Please provide the contact information for that person{, in this household,} so that we can contact them for the survey. First Name: " |
Alternate respondent selection | NA | Yes | Revised to be consistent with spring kindergarten national. | ||
| INQ | INQ005b | Question "Last Name:" | Alternate respondent selection | NA | INQ005b | Question "Last Name:" | Alternate respondent selection | NA | ||||
| INQ | INQ005c | Question "Email Address:"_x000D_ _x000D_ Watermark: "name@domain.com" |
Alternate respondent selection | NA | INQ005c | Question "Email Address:"_x000D_ _x000D_ Watermark: "name@domain.com" |
Alternate respondent selection | NA | ||||
| Alternate respondent selection | NA | INQ005d | Question “Mobile Number:” “This person doesn’t have a mobile phone.” |
Alternate respondent selection | NA | Yes | Add to be consistent with spring K national and obtain contact information for the alternate respondent. | |||||
| Alternate respondent selection | NA | INQ005e | Question “Landline Number:” “This person doesn’t have a landline phone.” |
Alternate respondent selection | NA | Yes | Add to be consistent with spring K national and obtain contact information for the alternate respondent. | |||||
| INQ | INQ005d1 | Question "Please {confirm/enter} the mailing address._x000D_ _x000D_ Address Line 1:" |
Alternate respondent selection | NA | INQ005f1 | Question "Please enter the mailing address. Address Line 1:" |
Alternate respondent selection | NA | Yes | There is no preloading, so changed this to drop the fill and simply state "enter." | ||
| INQ | INQ005d2 | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
Alternate respondent selection | NA | INQ005f2 | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
Alternate respondent selection | NA | ||||
| INQ | INQ005e | Question "City:" | Alternate respondent selection | NA | INQ00f3 | Question "City:" | Alternate respondent selection | NA | ||||
| INQ | INQ005f | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark "Select a state" |
Alternate respondent selection | NA | INQ005f4 | Question "Please select a state, district, or territory:"_x000D_ _x000D_ Watermark "Select a state" |
Alternate respondent selection | NA | Yes | Revised to be consistent with spring kindergarten national. | ||
| INQ | INQ005g | Question "ZIP code:" | Alternate respondent selection | NA | INQ005g | Question "ZIP code:" DON'T KNOW |
Alternate respondent selection | NA | Yes | Revised to be consistent with spring kindergarten national. | ||
| Respondent selection | NA | INQ005g | Question "What is your relationship to {CHILD}?"_x000D_ _x000D_ InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."_x000D_ ----_x000D_ 1. Biological parent_x000D_ 2. Adoptive parent_x000D_ 3. Step parent_x000D_ 4. Foster parent_x000D_ 5. Sibling_x000D_ 6. Grandparent_x000D_ 7. Other relative_x000D_ 8. Other nonrelative_x000D_ 91. Other parent or guardian {(Please specify):/(Please specify on next screen.)}_x000D_ |
Respondent selection | NA | Yes | Revised to be consistent with spring kindergarten national. | |||||
| Respondent selection | NA | INQ005gOS | [other specify for INQ005g] | Respondent selection | NA | Yes | Restructured INQ to follow spring k national. | |||||
| INQ | INQ005i | Question “Please select your name and/or description from the list below. If you are not on the list, select “not on list.”_x000D_ ----_x000D_ 1. {Person who did the survey last fall/First name of person who did _x000D_ the survey last fall/Last name of person who did the survey last fall/_x000D_ {RESPONDENT’S FIRST NAME} {RESPONDENT’S LAST NAME}} _x000D_ {, about age {RESPONDENT’S AGE}} {, {RESPONDENT’S SEX}}_x000D_ 2. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 3. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 4. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 5. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 6. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 7. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 8. {HH MEMBER’S FIRST NAME} {, about age {HH MEMBERS’S AGE}}_x000D_ {, {HH MEMBER’S SEX}}_x000D_ 36. Not on list_x000D_ |
Respondent selection | NA | Yes | Revised INQ to be consistent with spring K national. Not preloading this kind of information for national. | ||||||
| INQ | INQ005j | Question "What is your name?_x000D_ _x000D_ We ask for first names so that we can ask questions about each person in the survey._x000D_ _x000D_ First Name:" |
Respondent selection | NA | INQ005j | Question "What is your name? We ask for first names so that we can ask questions about each person in the survey. First Name:" |
Respondent selection | NA | ||||
| INQ | INQ005k | Question "{Please enter or confirm your last name.}_x000D_ _x000D_ Last Name:" |
Respondent selection | NA | INQ005k | Question "Please enter your last name. Last Name:" |
Respondent selection | NA | Yes | Revised to be consistent with spring kindergarten national. | ||
| INQ | INQ010a | Question "We need your permission before we can include {CHILD} in the study activities. Please select one of the choices below and confirm or enter your full name. Without your permission, we will be unable to include {CHILD} in the study. We would like to collect your survey responses, even if you do not permit {CHILD} to take part in study activities._x000D_ _x000D_ Do you give your permission for {CHILD} to participate in the ECLS?"_x000D_ ----_x000D_ 1. Yes, I give permission for {CHILD} to participate in the ECLS._x000D_ 2. No, I do not give permission for {CHILD} to participate._x000D_ |
Consent | NA | Yes | In spring first grade we do not need to ask consent. Consent was obtained in kindergarten. | ||||||
| INQ | INQ010b | Question "Please enter or confirm your name from the previous question._x000D_ _x000D_ First Name: " |
Consent | NA | Yes | In spring first grade we do not need to ask consent. Consent was obtained in kindergarten. | ||||||
| INQ | INQ010c | Question "Last Name:" | Consent | NA | Yes | In spring first grade we do not need to ask consent. Consent was obtained in kindergarten. | ||||||
| INQ | INQ020a | Question “Now we would like to ask some questions about {CHILD}. Our records show that {CHILD's FIRST, MIDDLE, AND LAST NAME} is {CHILD}'s full name. Is that correct?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child name | NA | INQ020a | Question “Now we would like to ask some questions about {CHILD}. Our records show that {CHILD's FIRST, MIDDLE, AND LAST NAME} is {CHILD}'s full name. Is that correct?" ---- 1. Yes 2. No |
Child name | NA | ||||
| INQ | INQ020b | Question “{Now we would like to ask some questions about {CHILD}.} If necessary, please make any corrections to {CHILD}'s name here. _x000D_ _x000D_ First Name:” |
Child name | NA | INQ020b | Question “{Now we would like to ask some questions about {CHILD}.} If necessary, please make any corrections to {CHILD}'s name here. _x000D_ _x000D_ First Name:” |
Child name | NA | ||||
| INQ | INQ020c | Question “Middle name:”_x000D_ _x000D_ InstResp: “If there is no middle name, please skip this.” |
Child name | NA | INQ020c | Question “Middle name:”_x000D_ _x000D_ |
Child name | NA | Yes | Revised to be consistent with spring kindergarten national. | ||
| INQ | INQ020d | Question “Last Name:” | Child name | NA | INQ020d | Question “Last Name:” | Child name | NA | ||||
| INQ | INQ050a | Question “Our records also show that {CHILD} is {male/female}. Is that correct?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child gender | P-RQ2, P-RQ5 | Yes | Not displaying preloaded gender information, but will use it to skip the question about gender if we already obtained gender information from the parent in a previous round. | ||||||
| INQ | INQ050b | Question “What is {CHILD}’s sex?”_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ |
Child gender | P-RQ2, P-RQ5 | INQ050b | Question “What is {CHILD}’s gender?”_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ 3. Another gender_x000D_ |
Child gender | P-RQ2, P-RQ5 | Yes | Revised to be the same as spring kindergarten national. To be more inclusive, added a third option for gender. | ||
| INQ | INQ060a | Question “Our records show that {CHILD} was born on {DATE OF BIRTH}. Is that correct?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child date of birth | P-RQ2, P-RQ5 | Yes | Not displaying preloaded date of birth information, but will use it to skip the question about date of birth if we already obtained date of birth from the parent in a previous round. | ||||||
| INQ | INQ060b | Question “What is {CHILD}'s date of birth?” InstResp “Please enter the two-digit month, two-digit day, and four-digit year (for example, 04/04/2017).” Watermark “MM/DD/YYYY” “Don’t know” “Rather not answer” |
Child date of birth | P-RQ2, P-RQ5 | INQ060b | Question “What is {CHILD}'s date of birth?” Watermark “MM/DD/YYYY” “Don’t know” “Rather not answer” |
Child date of birth | P-RQ2, P-RQ5 | Yes | Revised to be consistent with spring kindergarten national. | ||
| INQ | INQ080 | Question “So {CHILD} is {AGE CALCULATED FROM DATE OF BIRTH AT INQ060b, c, and d} years old. Is that correct?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child date of birth | P-RQ2, P-RQ5 | INQ080 | Question “So {CHILD} is {AGE CALCULATED FROM DATE OF BIRTH AT INQ060b} years old. Is that correct?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child date of birth | P-RQ2, P-RQ5 | ||||
| INQ | INQ090 | Question “How old is {CHILD}?”_x000D_ _x000D_ Watermark “Enter age” |
Child age | P-RQ2, P-RQ5 | INQ090 | Question “How old is {CHILD}?”_x000D_ _x000D_Pre-unit "Years:" Watermark “Enter age” |
Child age | P-RQ2, P-RQ5 | ||||
| INQ | INQ100a | Question "Our records show that you live at _x000D_ _x000D_ {ADDRESS LINE 1}{,} {ADDRESS LINE 2}_x000D_ {CITY}, {STATE} {ZIP CODE} _x000D_ _x000D_ Is that correct?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Confirmation of mailing address | NA | Yes | Collecting this information through field management system. Do not need to collect as part of the survey. | ||||||
| INQ | INQ100b | Question "Please enter your mailing address._x000D_ _x000D_ Address Line 1: " |
Confirmation of mailing address | NA | Yes | Collecting this information through field management system. Do not need to collect as part of the survey. | ||||||
| INQ | INQ100c | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
Confirmation of mailing address | NA | Yes | Collecting this information through field management system. Do not need to collect as part of the survey. | ||||||
| INQ | INQ100d | Question "City:" | Confirmation of mailing address | NA | Yes | Collecting this information through field management system. Do not need to collect as part of the survey. | ||||||
| INQ | INQ100e | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark "Select a state" |
Confirmation of mailing address | NA | Yes | Collecting this information through field management system. Do not need to collect as part of the survey. | ||||||
| INQ | INQ100f | Question "Zip code:" | Confirmation of mailing address | NA | Yes | Collecting this information through field management system. Do not need to collect as part of the survey. | ||||||
| INQ | INQ130a | Question "Please confirm or enter your contact information._x000D_ _x000D_ Email Address:"_x000D_ _x000D_ Watermark name@domain.com_x000D_ _x000D_ “I don’t have an email address.” |
Confirmation of email address | NA | Yes | Collecting this information through field management system. Do not need to collect as part of the survey. | ||||||
| INQ | INQ130b | Question "Mobile Number:”_x000D_ _x000D_ “I don’t have a mobile phone.” |
Mobile number | NA | Yes | Collecting this information through field management system. Do not need to collect as part of the survey. | ||||||
| INQ | INQ130c | Question "Landline Number:"_x000D_ _x000D_ “I don’t have a landline phone.” |
Landline number | NA | Yes | Collecting this information through field management system. Do not need to collect as part of the survey. | ||||||
| PIQ | PIQ051 | Question "Now, we’d like to ask you about {CHILD}'s school. _x000D_ _x000D_ To what extent did you or someone else in your household choose where to live so that {CHILD} could attend {his/her} current school?_x000D_ _x000D_ {CHILD} being able to go to {his/her} current school was …" InstResp: “Choosing where to live” means moving to a particular neighborhood so that the child can go to the school that is assigned to that neighborhood.”_x000D_ ----_x000D_ 1. A primary factor_x000D_ 2. One of several factors_x000D_ 3. Not a factor_x000D_ |
Parent’s choice of school for child | P-RQ1, P-RQ3 | PIQ051 | Question "Now, we’d like to ask you about {CHILD}'s school. To what extent did you or someone else in your household choose where to live so that {CHILD} could attend {his/her/their} current school? {CHILD} being able to go to {his/her/their} current school was …" ---- 1. A primary factor 2. One of several factors 3. Not a factor |
Parent’s choice of school for child | P-RQ1, P-RQ3 | Yes | Incorporated the interview instructions into the item text. | ||
| PIQ | PIQ060 | Question “Which of the following best describes the school that {CHILD} is attending?”_x000D_ _x000D_ InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."_x000D_ ----_x000D_ 1. {CHILD} is attending the regularly-assigned school for our home._x000D_ 2. {CHILD} is attending the regularly-assigned school for our home that is also the school we would choose for {him/her}._x000D_ 3. {CHILD} is attending a school we chose that is not the assigned school for our home._x000D_ 4. {CHILD} is homeschooled._x000D_ |
Parent’s choice of school for child | P-RQ1, P-RQ3 | PIQ060 | Question “Which of the following best describes the school that {CHILD} is attending?” InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item." ---- 1. {CHILD} is attending the regularly-assigned school for our home. 2. {CHILD} is attending the regularly-assigned school for our home that is also the school we would choose for {him/her/them}. 3. {CHILD} is attending a school we chose that is not the assigned school for our home. 4. {CHILD} is homeschooled. |
Parent’s choice of school for child | P-RQ1, P-RQ3 | Yes | Revised to add a third option for gender (revised fill to be him/her/them). | ||
| PIQ | PIQ065 | Question "Does {CHILD} attend a school?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
School attendance (for homeschooled children) | P-RQ1, P-RQ3, P-RQ4 | PIQ065 | Question "Does {CHILD} attend a school?” ---- 1. Yes 2. No |
School attendance (for homeschooled children) | P-RQ1, P-RQ3, P-RQ4 | ||||
| PIQ | PIQ066 | Question "How many hours each week does {CHILD} usually go to a school for instruction? Please do not include time spent in extracurricular activities.”_x000D_ _x000D_ Watermark “Hours per week” |
School attendance (for homeschooled children) | P-RQ1, P-RQ3, P-RQ4 | PIQ066 | Question "How many hours each week does {CHILD} usually go to a school for instruction? Please do not include time spent in extracurricular activities.” Watermark “Hours per week” |
School attendance (for homeschooled children) | P-RQ1, P-RQ3, P-RQ4 | ||||
| PIQ | PIQ127 | Question “Please select all that apply in the next question. Since the beginning of the school year, have any of {CHILD}’s teachers or {his/her} school contacted your household about any behavior problems {he/she} is having, such as:”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Biting_x000D_ 2. Being aggressive_x000D_ 3. Not following directions_x000D_ 4. Being overly active_x000D_ 5. Being impulsive or having little or no self-control_x000D_ 6. None of the above_x000D_ 91. Another behavior problem (Please specify):_x000D_ |
School-initiated contact with parents about behavior problems | P-RQ2, P-RQ3, P-RQ5 | PIQ127 | Question “Now we have some questions about {CHILD}'s school. Please select all that apply in the next question. Since the beginning of the school year, have any of {CHILD}’s teachers or {his/her/their} school contacted your household about any behavior problems {he/she/they} {is/are} having, such as:”_x000D_ _x000D_ ----_x000D_ 1. Biting_x000D_ 2. Being aggressive_x000D_ 3. Not following directions_x000D_ 4. Inappropriate behavior for the situation_x000D_ 5. Being overly active_x000D_ 6. Being impulsive or having little or no self-control_x000D_ 7. Being sad or upset_x000D_ 8. Making repetitive or unusual movements or noises (for example, stimming)_x000D_ 9. Avoiding work_x000D_ 10. Another behavior problem_x000D_ 11. None of the above_x000D_ |
School-initiated contact with parents about behavior problems | P-RQ2, P-RQ3, P-RQ5 | Yes | Added response options 7 through 10. | ||
| PIQ | PIQ127OS | Other specify for school-initiated contact with parents about behavior problems | P-RQ2, P-RQ3, P-RQ5 | Yes | Not fielding the "other, specify" within the national study. Used in the field test to improve the item and not necessary to field again in national study. | |||||||
| PIQ | PIQ129a | Question “{Since the beginning of the school year/Since the beginning of kindergarten}, has {CHILD} ever had an in-school or out-of-school suspension?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child’s experience with in- or out-of-school suspensions or expulsions | P-RQ2, P-RQ3, P-RQ5 | PIQ129a | Question “Has {CHILD} ever had an in-school or out-of-school suspension?” ---- 1. Yes 2. No |
Child’s experience with in- or out-of-school suspensions or expulsions | P-RQ2, P-RQ3, P-RQ5 | Yes | This was not asked in kindergarten, therefore revise to be "ever had." | ||
| PIQ | PIQ129b | Question “{Since the beginning of the school year/Since the beginning of kindergarten}, how many times has {CHILD} been suspended?”_x000D_ _x000D_ InstResp “Please include both in-school and out-of-school suspensions.”_x000D_ _x000D_ Pre-unit “Times:”_x000D_ _x000D_ Watermark “Times suspended” |
Child’s experience with in- or out-of-school suspensions or expulsions | P-RQ2, P-RQ3, P-RQ5 | PIQ129b | Question “How many times has {CHILD} been suspended… Prior to kindergarten?" Pre-unit “Times:” Watermark “Times suspended” |
Child’s experience with in- or out-of-school suspensions or expulsions | P-RQ2, P-RQ3, P-RQ5 | Yes | Incorporated the interview instructions into the item text. | ||
| PIQ129b2 | Question “How many times has {CHILD} been suspended… In kindergarten?" Pre-unit “Times:” Watermark “Times suspended” |
Child’s experience with in- or out-of-school suspensions or expulsions | P-RQ2, P-RQ3, P-RQ5 | Yes | Reworked question to ask about specific grades. | |||||||
| PIQ129b3 | Question “How many times has {CHILD} been suspended… In first grade?" Pre-unit “Times:” Watermark “Times suspended” |
Child’s experience with in- or out-of-school suspensions or expulsions | P-RQ2, P-RQ3, P-RQ5 | Yes | Reworked question to ask about specific grades. | |||||||
| PIQ | PIQ129c | Question “{Since the beginning of the school year/Since the beginning of kindergarten}, has {CHILD} ever been expelled?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child’s experience with in- or out-of-school suspensions or expulsions | P-RQ2, P-RQ3, P-RQ5 | PIQ129c | Question “Has {CHILD} ever been expelled?” ---- 1. Yes 2. No |
Child’s experience with in- or out-of-school suspensions or expulsions | P-RQ2, P-RQ3, P-RQ5 | Yes | Reworked question to ask about specific grades. | ||
| PIQ | PIQ129d | Question “{Since the beginning of the school year/Since the beginning of kindergarten}, how many times has {CHILD} been expelled?”_x000D_ _x000D_ Pre-unit “Times:”_x000D_ _x000D_ Watermark “Times expelled” |
Child’s experience with in- or out-of-school suspensions or expulsions | P-RQ2, P-RQ3, P-RQ5 | PIQ129d | Question “When was {CHILD} expelled? Please select all that apply.” 1. Prior to kindergarten 2. In kindergarten 3. In first grade |
Child’s experience with in- or out-of-school suspensions or expulsions | P-RQ2, P-RQ3, P-RQ5 | Yes | Reworked question to ask about specific grades. | ||
| PIQ | PIQ130 | Question “Since the beginning of this school year, have you or the other adults in your household done any of the following activities?_x000D_ _x000D_InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Attended an open house or a back-to-school night_x000D_ 2. Attended a meeting of a PTA, PTO, or Parent-Teacher Organization_x000D_ 3. Gone to a regularly-scheduled parent-teacher conference with {CHILD}'s teacher or meeting with {CHILD}'s teacher_x000D_ 4. Attended a school or class event, such as a play, sports event, or science fair_x000D_ 5. Served as a volunteer in {CHILD}’s classroom or elsewhere in the school_x000D_ 6. None of the above_x000D_ |
Parent attendance at parent-teacher conferences and meetings, parent participation in school activities | P-RQ2, P-RQ3, P-RQ5 | PIQ130 | Question “Since the beginning of this school year, have you or the other adults in your household done any of the following activities?_x000D_ Please select all that apply.”_x000D_ ----_x000D_ 1. Attended an open house or a back-to-school night_x000D_ 2. Attended a meeting of a PTA, PTO, or Parent-Teacher Organization_x000D_ 3. Gone to a regularly-scheduled parent-teacher conference with {CHILD}'s teacher or meeting with {CHILD}'s teacher_x000D_ 4. Attended a school or class event, such as a play, sports event, or science fair_x000D_ 5. Served as a volunteer in {CHILD}’s classroom or elsewhere in the school_x000D_ 6. None of the above_x000D_ |
Parent attendance at parent-teacher conferences and meetings, parent participation in school activities | P-RQ2, P-RQ3, P-RQ5 | ||||
| PIQ | PIQ185 | Question “During this school year, how many times have you or other adults in your household gone to meetings or participated in activities at {CHILD}'s school?”_x000D_ _x000D_ Pre-unit “Times:”_x000D_ _x000D_ Watermark “Times” |
Parent attendance at parent-teacher conferences and meetings, parent participation in school activities | P-RQ2, P-RQ3, P-RQ5 | PIQ185 | Question "During this school year, how many times have you or other adults in your household gone to meetings or participated in activities at {CHILD}'s school?"_x000D_ _x000D_ Pre-unit “Times:”_x000D_ _x000D_ Watermark “Times” |
Parent attendance at parent-teacher conferences and meetings, parent participation in school activities | P-RQ2, P-RQ3, P-RQ5 | ||||
| PIQ | PIQ190 | Question “How well has {CHILD}'s school done with each of the following activities during this school year?"_x000D_ _x000D_ The school lets you know between report cards how {CHILD} is doing in school.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ DON'T KNOW |
School practices to communicate with parents and encourage involvement | P-RQ2, P-RQ3, P-RQ5 | PIQ190 | Question “How well has {CHILD}'s school done with each of the following activities during this school year? The school lets you know between report cards how {CHILD} is doing in school.” SaVisible "True" ---- 1. Does this very well 2. Just OK 3. Doesn't do this at all DON'T KNOW |
School practices to communicate with parents and encourage involvement | P-RQ2, P-RQ3, P-RQ5 | ||||
| PIQ | PIQ200 | Question “The school helps you understand what children at {CHILD}'s age are like.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ DON'T KNOW |
School practices to communicate with parents and encourage involvement | P-RQ2, P-RQ3, P-RQ5 | PIQ200 | Question “The school helps you understand what children at {CHILD}'s age are like.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ DON'T KNOW |
School practices to communicate with parents and encourage involvement | P-RQ2, P-RQ3, P-RQ5 | ||||
| PIQ | PIQ210 | Question “The school makes you aware of chances to volunteer at the school.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ DON'T KNOW |
School practices to communicate with parents and encourage involvement | P-RQ2, P-RQ3, P-RQ5 | PIQ210 | Question “The school makes you aware of chances to volunteer at the school.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ DON'T KNOW |
School practices to communicate with parents and encourage involvement | P-RQ2, P-RQ3, P-RQ5 | ||||
| PIQ | PIQ220 | Question “The school provides workshops, materials, or advice about how to help {CHILD} learn at home.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ DON'T KNOW |
School practices to communicate with parents and encourage involvement | P-RQ2, P-RQ3, P-RQ5 | PIQ220 | Question “The school provides workshops, materials, or advice about how to help {CHILD} learn at home.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ DON'T KNOW |
School practices to communicate with parents and encourage involvement | P-RQ2, P-RQ3, P-RQ5 | ||||
| PIQ | PIQ230 | Question “The school provides information on community services to help {CHILD} or your family.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ DON'T KNOW |
School practices to communicate with parents and encourage involvement | P-RQ2, P-RQ3, P-RQ5 | PIQ230 | Question “The school provides information on community services to help {CHILD} or your family.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Does this very well_x000D_ 2. Just OK_x000D_ 3. Doesn't do this at all_x000D_ DON'T KNOW |
School practices to communicate with parents and encourage involvement | P-RQ2, P-RQ3, P-RQ5 | ||||
| PIQ | PIQ231a | Question “Please answer the questions below about {CHILD}'s school._x000D_ _x000D_ At this school, all students are treated equally.”_x000D_ ----_x000D_ 1. Strongly agree_x000D_ 2. Agree_x000D_ 3. Disagree_x000D_ 4. Strongly disagree_x000D_ |
School practices to provide an equal and culturally responsive environment | P-RQ1, P-RQ2, P-RQ3, P-RQ5 | PIQ231a | Question “Please answer the questions below about {CHILD}'s school._x000D_ _x000D_ At this school, all students are treated equally.”_x000D_ ----_x000D_ 1. Strongly agree_x000D_ 2. Agree_x000D_ 3. Disagree_x000D_ 4. Strongly disagree_x000D_ |
School practices to provide an equal and culturally responsive environment | P-RQ1, P-RQ2, P-RQ3, P-RQ5 | ||||
| PIQ | PIQ231b | Question “This school teaches with materials that show a wide variety of students (for example, children of different races and ethnicities, children who speak different languages, and children from different countries).”_x000D_ ----_x000D_ 1. Strongly agree_x000D_ 2. Agree_x000D_ 3. Disagree_x000D_ 4. Strongly disagree_x000D_ |
School practices to provide an equal and culturally responsive environment | P-RQ1, P-RQ2, P-RQ3, P-RQ5 | PIQ231b | Question “This school teaches with materials that show a wide variety of students (for example, children of different races and ethnicities, children who speak different languages, and children from different countries).”_x000D_ ----_x000D_ 1. Strongly agree_x000D_ 2. Agree_x000D_ 3. Disagree_x000D_ 4. Strongly disagree_x000D_ |
School practices to provide an equal and culturally responsive environment | P-RQ1, P-RQ2, P-RQ3, P-RQ5 | ||||
| PIQ | PIQ231c | Question “This school thinks it is important to show respect for all students’ backgrounds, beliefs, values, and ways of life.”_x000D_ ----_x000D_ 1. Strongly agree_x000D_ 2. Agree_x000D_ 3. Disagree_x000D_ 4. Strongly disagree_x000D_ |
School practices to provide an equal and culturally responsive environment | P-RQ1, P-RQ2, P-RQ3, P-RQ5 | PIQ231c | Question “This school thinks it is important to show respect for all students’ backgrounds, beliefs, values, and ways of life.”_x000D_ ----_x000D_ 1. Strongly agree_x000D_ 2. Agree_x000D_ 3. Disagree_x000D_ 4. Strongly disagree_x000D_ |
School practices to provide an equal and culturally responsive environment | P-RQ1, P-RQ2, P-RQ3, P-RQ5 | ||||
| PIQ | PIQ400 | Question “When {CHILD}'s teacher sends home notes or newsletters, are these in a language that you speak?” ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Whether school provides translated materials | P-RQ1, P-RQ2, P-RQ3, P-RQ5 | PIQ400 | Question “ When {CHILD}'s teacher sends home notes or newsletters, are these in a language that you speak?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Whether school provides translated materials | P-RQ1, P-RQ2, P-RQ3, P-RQ5 | ||||
| PIQ | PIQ415 | Question “This year, have any of the following reasons made it harder for you to participate in activities at {CHILD}'s school?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Inconvenient meeting times_x000D_ 2. No child care keeps your family from going to school meetings or event_x000D_ 3. Family members can't get time off from work_x000D_ 4. Problems with safety going to the school_x000D_ 5. The school does not make your family feel welcome_x000D_ 6. Problems with transportation to the school_x000D_ 7. You don't hear about things going on at school that you might want to be involved in_x000D_ 8. Another reason_x000D_ 9. None of these_x000D_ |
Barriers to involvement with the school | P-RQ1, P-RQ2, P-RQ3, P-RQ5 | PIQ415 | Question “This year, have any of the following reasons made it harder for you to participate in activities at {CHILD}'s school? Please select all that apply.” ---- 1. Inconvenient meeting times 2. No child care keeps your family from going to school meetings or event 3. Family members can't get time off from work 4. Problems with safety going to the school 5. The school does not make your family feel welcome 6. Problems with transportation to the school 7. You don't hear about things going on at school that you might want to be involved in 8. Because you or members of your family speak a language other than English and meetings are conducted only in English 9. Another reason 10. You do not find it hard to participate in activities at {CHILD}’s school |
Barriers to involvement with the school | P-RQ1, P-RQ2, P-RQ3, P-RQ5 | Yes | Combined field test items PIQ415 and 470 into PIQ415. | ||
| PIQ | PIQ470 | Question “This year, has it been harder for you to participate in activities at {CHILD}'s school because you or members of your family speak a language other than English and meetings are conducted only in English?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Barriers to involvement with the school, whether school methods of communication are in the respondent’s native language | P-RQ1, P-RQ2, P-RQ3, P-RQ5 | Yes | Combined field test items PIQ415 and 470 into PIQ415. | ||||||
| PIQ | PIQ490 | Question “How satisfied are you with the school {CHILD} attends this year?”_x000D_ ----_x000D_ 1. Very satisfied_x000D_ 2. Somewhat satisfied_x000D_ 3. Somewhat dissatisfied_x000D_ 4. Very dissatisfied_x000D_ |
Parent satisfaction with the school | P-RQ3 | PIQ490 | Question “How satisfied are you with the school {CHILD} attends this year?” ---- 1. Very satisfied 2. Somewhat satisfied 3. Somewhat dissatisfied 4. Very dissatisfied |
Parent satisfaction with the school | P-RQ3 | ||||
| PIQ | PIQ500 | Question "How many times was {CHILD} late for school during the past four weeks?”_x000D_ _x000D_ Watermark “Enter # of times” |
How many times the child has been late for school | P-RQ2, P-RQ3 | PIQ500 | Question "How many times was {CHILD} late for school during the past four weeks?” Watermark “Enter # of times” |
How many times the child has been late for school | P-RQ2, P-RQ3 | ||||
| PIQ | PIQ515 | Question “How do you feel about the amount of homework {CHILD} is assigned?”_x000D_ ----_x000D_ 1. The amount is about right._x000D_ 2. It's too much._x000D_ 3. It's too little._x000D_ |
Perception of the amount of homework | P-RQ3 | PIQ515 | Question “How do you feel about the amount of homework {CHILD} is assigned?” ---- 1. The amount is about right. 2. It's too much. 3. It's too little. |
Perception of the amount of homework | P-RQ3 | ||||
| PIQ | PIQ520 | Question “During this school year, how often did you or someone else help {CHILD} with {his/her} homework?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 to 2 times a week_x000D_ 4. 3 to 4 times a week_x000D_ 5. 5 or more times a week_x000D_ DON'T KNOW |
How often parent or someone else helps the child with homework | P-RQ3, P-RQ5 | PIQ520 | Question “During this school year, how often did you or someone else help {CHILD} with {his/her} homework?” SaVisible "True" ---- 1. Never 2. Less than once a week 3. 1 to 2 times a week 4. 3 to 4 times a week 5. 5 or more times a week DON'T KNOW |
How often parent or someone else helps the child with homework | P-RQ3, P-RQ5 | ||||
| PIQ | PIQ550 | Question “How often do you or someone else check that {CHILD} has completed all of {his/her} homework?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Always_x000D_ |
How often parent or someone else checked that the child completed homework | P-RQ3, P-RQ5 | PIQ550 | Question “How often do you check that {CHILD} has completed all of {his/her/their} homework?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Always_x000D_ 5. Not applicable. {CHILD} does not have homework._x000D_ |
How often parent or someone else checked that the child completed homework | P-RQ3, P-RQ5 | Yes | Revised to include a "not applicable" category. | ||
| PIQ | PIQ560 | Question “Now we have a question about your expectations of {CHILD}’s grades during this school year. Overall, how do you expect {CHILD}'s grades will be?”_x000D_ ----_x000D_ 1. Excellent_x000D_ 2. Above average_x000D_ 3. Average_x000D_ 4. Below average_x000D_ 5. Failing_x000D_ |
Parent report of the child’s grades | P-RQ5 | PIQ560 | Question “Now we have a question about your expectations of {CHILD}’s grades during this school year. Overall, how do you expect {CHILD}'s grades will be?” ---- 1. Excellent 2. Above average 3. Average 4. Below average 5. Failing |
Parent report of the child’s grades | P-RQ5 | ||||
| PIQ | PIQ585a | Question “How often would you say that {CHILD}…_x000D_ _x000D_ Makes up reasons to stay home from school?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
The child’s school avoidance | P-RQ2, P-RQ3 | PIQ585a | Question “Now I have some questions about {CHILD} and school. How often would you say that {CHILD}…_x000D_ _x000D_ Makes up reasons to stay home from school?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
The child’s school avoidance | P-RQ2, P-RQ3 | Yes | Revised to include transition text. | ||
| PIQ | PIQ585b | Question “Seems to dread going to school?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
The child’s school avoidance | P-RQ2, P-RQ3 | PIQ585b | Question “Seems to dread going to school?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
The child’s school avoidance | P-RQ2, P-RQ3 | ||||
| PIQ | PIQ585c | Question “Becomes upset when it’s time to go to school in the morning?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
The child’s school avoidance | P-RQ2, P-RQ3 | PIQ585c | Question “Becomes upset when it’s time to go to school in the morning?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
The child’s school avoidance | P-RQ2, P-RQ3 | ||||
| PIQ | PIQ585d | Question “Asks to stay home from school?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
The child’s school avoidance | P-RQ2, P-RQ3 | PIQ585d | Question “Asks to stay home from school?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
The child’s school avoidance | P-RQ2, P-RQ3 | ||||
| PIQ | PIQ585e | Question “Complains about going to school?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
The child’s school avoidance | P-RQ2, P-RQ3 | PIQ585e | Question “Complains about going to school?”_x000D_ ----_x000D_ 1. Almost never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. A lot_x000D_ 5. Almost always_x000D_ |
The child’s school avoidance | P-RQ2, P-RQ3 | ||||
| FSQ | FSQ001 | Question “We would like to ask about household members who lived in this household at the time of our last survey. _x000D_ _x000D_ Does {NAME} {who is about {AGE} years old} {and} {male/female} still live in this household?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Family structure change and loss (e.g., remarriage, divorce, and death) | P-RQ1, P-RQ2, P-RQ5 | Yes | Restructured FSQ in spring K national. Following the spring K national set up for the section. | ||||||
| FSQ | FSQ005 | Question “Why is {NAME} no longer living in this household?”_x000D_ ----_x000D_ 1. Separation or divorce_x000D_ 2. Attending college or boarding school_x000D_ 3. Living elsewhere for employment-related reasons_x000D_ 4. Deceased_x000D_ 5. Moved on or moved elsewhere_x000D_ 6. This person never lived in this household_x000D_ 7. Moved back with parents or moved with other parent_x000D_ 8. In jail or prison_x000D_ 9. Relationship ended_x000D_ 91. Some other reason (Please specify):_x000D_ |
Family structure change and loss (e.g., remarriage, divorce, and death), information about why people who were in the household in a previous round of collection have left the household | P-RQ1, P-RQ2, P-RQ5 | Yes | Restructured FSQ in spring K national. Following the spring K national set up for the section. | ||||||
| FSQ | FSQ005OS | Other specify for information about why people who were in the household in a previous round of collection have left the household | P-RQ1, P-RQ2, P-RQ5 | Yes | Restructured FSQ in spring K national. Following the spring K national set up for the section. | |||||||
| Current household roster | P-RQ1, P-RQ2, P-RQ5 | FSQ005a | Question “Now we would like to know a bit about {CHILD}’s household to better understand how children’s_x000D_ home experiences may relate to early learning._x000D_ _x000D_ In addition to you and {CHILD}, how many other people or family members live in the household?_x000D_ _x000D_ Watermark "Enter number"_x000D_ _x000D_ [CHILD} and you: 2"_x000D_ _x000D_ Number of other household members age 18 and older:” |
Current household roster | P-RQ1, P-RQ2, P-RQ5 | Yes | Restructured FSQ in spring K national, therefore made appropriate changes to spring 1 national. | |||||
| Current household roster | P-RQ1, P-RQ2, P-RQ5 | FSQ005b | Question “Number of other household members age 17 and younger:”_x000D_ _x000D_ Watermark "Enter number" |
Current household roster | P-RQ1, P-RQ2, P-RQ5 | Yes | Restructured FSQ in spring K national, therefore made appropriate changes to spring 1 national. | |||||
| Current household roster | P-RQ1, P-RQ2, P-RQ5 | FSQ005c | Question “Total number of household members, including {CHILD} and you: _x000D_ Include any spouses, partners, babies, young children, and people who are only temporarily away from home, such as living in a dorm. Please do not include anyone staying here temporarily who usually lives somewhere else." InstResp "If the total is correct, please select the Next button. Otherwise, change the numbers of household members who are 18 and older or 17 and younger until the total is correct." |
Current household roster | P-RQ1, P-RQ2, P-RQ5 | Yes | Restructured FSQ in spring K national, therefore made appropriate changes to spring 1 national. | |||||
| FSQ | FSQ006 | Question “Other than {you and {CHILD}/you, {CHILD}, and {NAMES OF HOUSEHOLD MEMBERS}}, is there anyone else currently living in this household? For example, anyone who has moved in or any babies born since the last survey?” _x000D_ _x000D_ InstResp “Please do not include anyone staying here temporarily who usually lives somewhere else.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 | Yes | Restructured FSQ in spring K national, therefore made appropriate changes to spring 1 national. | ||||||
| FSQ | FSQ007 | Question “Please list the first names of all the other people who normally live here. Please do not include anyone staying here temporarily who usually lives somewhere else.”_x000D_ _x000D_ New household member 1_x000D_ _x000D_ New household member 2_x000D_ _x000D_ New household member 3_x000D_ _x000D_ New household member 4 |
Current household roster | P-RQ1, P-RQ2, P-RQ5 | Yes | Restructured FSQ in spring K national, therefore made appropriate changes to spring 1 national. | ||||||
| Current household roster | P-RQ1, P-RQ2, P-RQ5 | FSQ010 | Question "Thank you for providing information about the total number of people living in [CHILD]’s household. Now we are requesting characteristics only about yourself, {CHILD}’s parents or guardians, and partners or spouses of {CHILD}’s parents or guardians who may live in this household. This information will help us ask better questions about {CHILD}’s parental figures later in the survey. In the {table/screens} below, please: • Add your age and gender {to the row/on this screen} with your {initial/first name}. If {CHILD} has any other parents or guardians who live in this household, or if you or another parent or guardian has a partner or spouse that live in {CHILD}'s household even if they are not {CHILD}’s parent or guardian. • Use the “Add a person" button to include their information {in this table/on the screens that follow}. Do not add any other household members who are not parents or guardians. Do not add any other parents or guardians that do not live in this household. When you are finished, select "Next" to move to the next question." “{If a person was added in error, select the “Remove this person” box and the person will be removed after a button is selected.}” “{Initial/First name}” Parent/guardian 1 {DISPLAY FIRST NAME OF RESPONDENT} Parent/guardian 2 |
Current household roster | P-RQ1, P-RQ2, P-RQ5 | Yes | Restructured FSQ in spring K national, therefore made appropriate changes to spring 1 national. | |||||
| FSQ | FSQ010a | Question "Now we have some questions about your household. In the questions that follow, please add the first names, ages, and sexes of everyone who normally lives in your household. Some information about you and {CHILD} information has already been added._x000D_ _x000D_ {Don't forget to include any spouses, partners, babies, young children, and people who are only temporarily away from home, such as living in a dorm. Please do not include anyone staying here temporarily who usually lives somewhere else.}_x000D_ _x000D_ Please click on the “Next” button below to continue.” |
Current household roster | P-RQ1, P-RQ2, P-RQ5 | Yes | Restructured FSQ in spring K national, therefore made appropriate changes to spring 1 national. | ||||||
| FSQ | FSQ010b | Please add information for all household members. For babies less than 1 year old, enter 0 for the age._x000D_ _x000D_ {If needed, you may list more household members by selecting the "Add a person" button under the last row. The list of household members may be shown on more than one screen to allow for household members to be added. When you are finished adding all household members, select “Next” to move to the next question.} _x000D_ {If needed, you can add more household members later.}_x000D_ {If a person was added in error, select the “Remove this person” button and the person will be removed after any other button is selected.}” _x000D_ First name_x000D_ _x000D_ Household member 1 {DISPLAY FIRST NAME OF RESPONDENT} _x000D_ _x000D_ Household member 2 {DISPLAY FIRST NAME OF SAMPLED CHILD} |
Current household roster | P-RQ1, P-RQ2, P-RQ5 | Yes | Restructured FSQ in spring K national, therefore made appropriate changes to spring 1 national. | ||||||
| FSQ | FSQ030 | Question "Age"_x000D_ _x000D_ Watermark "Enter age" |
Current household roster | P-RQ1, P-RQ2, P-RQ5 | FSQ030 | Question "Age"_x000D_ _x000D_ Watermark "Enter age" |
Current household roster | P-RQ1, P-RQ2, P-RQ5 | ||||
| FSQ | FSQ040 | Question "Sex"_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 | FSQ040 | Question "Gender"_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ 3. Another gender_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 | Yes | Revised to be the same as spring kindergarten national. To be more inclusive, added a third option for gender. | ||
| FSQ | FSQ050 | Question "Please confirm the first names, ages, and sexes of persons in your household. Is this information correct?" _x000D_ _x000D_ InstResp “If you would like to add household members or change information, please select "No" to go back and make changes. Typos in first names do NOT need to be corrected. If you want to change a first name for someone other than yourself or {CHILD}, after selecting “No” on this screen, use the “Remove this person” button and then the “Add a person” button to add them back with the corrected name. If you have more than eight household members and select "No" to go back and make changes, they will be listed on more than one screen when you back up. Please select "Next" on each screen to see all the household members listed.” {LIST OF HOUSEHOLD MEMBERS SHOWING FIRST NAMES, AGES, AND SEXES}_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 | FSQ050 | Question “Please confirm the initials or first names, ages, and genders of yourself, parents/guardians, and spouse/partners in {CHILD}'s household. Is this information correct?”_x000D_ _x000D_ InstResp “If you would like to add household members or change information, please select "No" to go back and make changes.”_x000D_ _x000D_ {LIST OF HOUSEHOLD MEMBERS SHOWING FIRST NAMES, AGES, AND SEXES}_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 | Yes | Revised to be the same as spring kindergarten national, changing instructions on how to complete the household member information. | ||
| FSQ | FSQ110 | Question "Do you have a spouse or partner who lives in this household?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Marital status of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 | FSQ110 | Question "Do you have a spouse or partner who lives in this household?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Marital status of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 | ||||
| FSQ | FSQ120 | Question "Who in the household is your spouse or partner?"_x000D_ _x000D_ InstRep: “Select the name of the person who is your spouse/partner. If name not listed, select "not on list."”_x000D_ ----_x000D_ 1. {DISPLAY HH MEMBER NAME 1}_x000D_ 2. {DISPLAY HH MEMBER NAME 2}_x000D_ 3. {DISPLAY HH MEMBER NAME 3}_x000D_ 4. {DISPLAY HH MEMBER NAME 4}_x000D_ 5. {DISPLAY HH MEMBER NAME 5}_x000D_ 6. {DISPLAY HH MEMBER NAME 6}_x000D_ 7. {DISPLAY HH MEMBER NAME 7}_x000D_ 8. {DISPLAY HH MEMBER NAME 8}_x000D_ 37. Not on list_x000D_ |
Marital status of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 | FSQ120 | Question “Who in the household is your spouse or partner?”_x000D_ _x000D_ InstResp: "Select the {initials/name} of the person who is your spouse/partner. If the {initials are/name is} not listed, select "not on list.””_x000D_ ----_x000D_ 1. {DISPLAY HH MEMBER NAME 1}_x000D_ 2. {DISPLAY HH MEMBER NAME 2}_x000D_ 3. {DISPLAY HH MEMBER NAME 3}_x000D_ 4. {DISPLAY HH MEMBER NAME 4}_x000D_ 5. {DISPLAY HH MEMBER NAME 5}_x000D_ 7. Not on list_x000D_ |
Marital status of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 | Yes | Revised to be the same as spring K, changing instructions on how to complete the household member information. | ||
| FSQ | FSQ120a | Question "What is the first name of your spouse or partner?_x000D_ _x000D_ First name:" |
Marital status of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 | FSQ120a | Question "What {are the initials/is the first name} of your spouse or partner?_x000D_ _x000D_ {Initials/First name}:" |
Marital status of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 | Yes | Revised to be the same as spring K, changing instructions on how to complete the household member information. | ||
| FSQ | FSQ120b | Question "How old is {NAME}?"_x000D_ _x000D_ Pre-unit "Age:"_x000D_ _x000D_ Watermark "Enter age" |
Current household roster | P-RQ1, P-RQ2, P-RQ5 | FSQ120b | Question "How old is {INITIALS/NAME}?" _x000D_ _x000D_ Pre-unit "Age:" |
Current household roster | P-RQ1, P-RQ2, P-RQ5 | Yes | Revised to be the same as spring kindergarten national. | ||
| FSQ | FSQ120c | Question "Is {NAME} male or female?"_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 | FSQ120c | Question "What is {INITIALS/NAME}’s gender?"_x000D_ _x000D_ "Rather not answer"_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ 3. Another gender_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 | Yes | Revised to be the same as spring kindergarten national, including a third option for gender. | ||
| FSQ | FSQ121 | Question "During our last interview, it was reported that you were {the girlfriend or female partner of {CHILD}’s parent or guardian/the boyfriend or male partner of {CHILD}’s parent or guardian/the female guardian of {CHILD}/the male guardian of {CHILD}/{CHILD}’s relative, but not a guardian/not related to {CHILD}/{CHILD}'s {RELATIONSHIP}}. Has there been a change in your relationship to {CHILD}?”_x000D_ _x000D_ InstResp “For example, we mean changes in relationship such as becoming a step-parent, adoptive parent, or guardian of {CHILD}.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Change in family relationship of key parent figures to the child (e.g., became adopted) | P-RQ1, P-RQ2, P-RQ5 | Yes | Revised to be the same as spring K, changing instructions on how to complete the household member information. | ||||||
| FSQ | FSQ122 | Question "During our last interview, it was reported that {NAME OF SPOUSE/PARTNER} was {the girlfriend or female partner of {CHILD}’s parent or guardian/the boyfriend or male partner of {CHILD}’s parent or guardian/{CHILD}’s relative, but not a guardian/ the female guardian of {CHILD}/the male guardian of {CHILD}/not related to {CHILD}/{CHILD}'s {RELATIONSHIP}}. Has there been a change in the relationship of {NAME OF SPOUSE/PARTNER} to {CHILD}?”_x000D_ _x000D_ InstResp “For example, we mean changes in relationship such as becoming a step-parent, adoptive, parent, or guardian of {CHILD}.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Change in family relationship of key parent figures to the child (e.g, became adopted) | P-RQ1, P-RQ2, P-RQ5 | Yes | Revised to be the same as spring kindergarten national, changing instructions on how to complete the household member information. | ||||||
| FSQ | FSQ130 | Question "What is {your/{NAME}'s} relationship to {CHILD}?"_x000D_ ----_x000D_ 1. Mother/female guardian_x000D_ 2. Father/male guardian_x000D_ 3. Sister_x000D_ 4. Brother_x000D_ 5. Girlfriend or female partner of {CHILD}'s parent/guardian_x000D_ 6. Boyfriend or male partner of {CHILD}'s parent/guardian_x000D_ 7. Grandmother_x000D_ 8. Grandfather_x000D_ 9. Aunt_x000D_ 10. Uncle_x000D_ 11. Cousin_x000D_ 12. Other relative_x000D_ 13. Other nonrelative_x000D_ |
Family relationship of key parent figures to the child (e.g., adopted) | P-RQ1, P-RQ2, P-RQ5 | FSQ130 | Question "What is {INITIALS/NAME}'s relationship to {CHILD}?" ---- 1. Biological parent 2. Adoptive parent 3. Step parent 4. Foster parent 5. Sibling 6. Grandparent 7. Other relative 8. Other nonrelative 91. Other parent or guardian {(Please specify):/(Please specify on next screen.)} |
Family relationship of key parent figures to the child (e.g., adopted) | P-RQ1, P-RQ2, P-RQ5 | Yes | Revised to be the same as spring kindergarten national, changing instructions on how to complete the household member information and making the relationship to child options gender neutral. | ||
| Family relationship of key parent figures to the child (e.g., adopted) | P-RQ1, P-RQ2, P-RQ5 | FSQ130OS | [other specify for FSQ130] | Family relationship of key parent figures to the child (e.g., adopted) | P-RQ1, P-RQ2, P-RQ5 | Yes | Revised to be the same as spring kindergarten national, changing instructions on how to complete the household member information. | |||||
| FSQ | FSQ140 | Question "{Are you/Is {NAME}} {CHILD}'s…"_x000D_ ----_x000D_ 1. Biological or birth mother_x000D_ 2. Adoptive mother_x000D_ 3. Step mother_x000D_ 4. Foster mother or legal female guardian_x000D_ 5. Other female parent or guardian_x000D_ |
Family relationship of key parent figures to the child (e.g., adopted) | P-RQ1, P-RQ2, P-RQ5 | Yes | Revised to be the same as spring kindergarten national, changing instructions on how to complete the household member information. | ||||||
| FSQ | FSQ150 | Question "{Are you/Is {NAME}} {CHILD}'s…"_x000D_ ----_x000D_ 1. Biological or birth father_x000D_ 2. Adoptive father_x000D_ 3. Step father_x000D_ 4. Foster father or legal male guardian_x000D_ 5. Other male parent or guardian_x000D_ |
Family relationship of key parent figures to the child (e.g., adopted) | P-RQ1, P-RQ2, P-RQ5 | Yes | Revised to be the same as spring kindergarten national, changing instructions on how to complete the household member information. | ||||||
| FSQ | FSQ160 | Question "{Are you/Is {NAME}} {CHILD}'s…"_x000D_ ----_x000D_ 1. Full sister_x000D_ 2. Half sister_x000D_ 3. Step sister_x000D_ 4. Adoptive sister_x000D_ 5. Foster sister_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 | Yes | Revised to be the same as spring kindergarten national, changing instructions on how to complete the household member information. | ||||||
| FSQ | FSQ170 | Question "{Are you/Is {NAME}} {CHILD}'s…"_x000D_ ----_x000D_ 1. Full brother_x000D_ 2. Half brother_x000D_ 3. Step brother_x000D_ 4. Adoptive brother_x000D_ 5. Foster brother_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 | Yes | Restructured FSQ in spring K. Following the spring K set up for the section. | ||||||
| FSQ | FSQ180 | Question "{Are you/Is {NAME}} a …"_x000D_ ----_x000D_ 1. Girlfriend or female partner of {CHILD}'s parent/guardian_x000D_ 2. Boyfriend or male partner of {CHILD}'s parent/guardian_x000D_ 3. Female guardian_x000D_ 4. Male guardian_x000D_ 5. Daughter/son of {CHILD}'s parent's partner_x000D_ 6. Other relative of {CHILD}'s parent's partner_x000D_ 91. Other nonrelative (Please specify):_x000D_ |
Current household roster | P-RQ1, P-RQ2, P-RQ5 | Yes | Revised to be the same as spring kindergarten national, changing instructions on how to complete the household member information. | ||||||
| FSQ | FSQ180OS | Other specify for current household roster | P-RQ1, P-RQ2, P-RQ5 | Yes | Revised to be the same as spring kindergarten national, changing instructions on how to complete the household member information. | |||||||
| FSQ | FSQ190 | Question "{Are you/Is {NAME}} Hispanic or {Latino/Latina}?"_x000D_ _x000D_ InstResp “A person who is Hispanic or Latino/Latina is of Cuban, Dominican, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ethnicity of child, parent figures, or respondent and respondent's spouse (if no parent figures) | P-RQ1, P-RQ2, P-RQ5 | Yes | Item deleted to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. |
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| Ethnicity of child, parent figures, or respondent and respondent's spouse (if no parent figures) | P-RQ1, P-RQ2, P-RQ5 | Yes | Item deleted to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. |
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| Ethnicity of child, parent figures, or respondent and respondent's spouse (if no parent figures) | P-RQ1, P-RQ2, P-RQ5 | Yes | Item deleted to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. |
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| FSQ | FSQ195 | Question "Which of the following describes {your/{NAME}'s} race? You may choose more than one."_x000D_ _x000D_ InstResp “For the purposes of this study, Hispanic origins are not races. _x000D_ _x000D_ Select all that apply.”_x000D_ ----_x000D_ 1. American Indian or Alaska Native_x000D_ 2. Asian_x000D_ 3. Black or African American_x000D_ 4. Native Hawaiian or other Pacific Islander_x000D_ 5. White_x000D_ |
Race of child, parent figures, or respondent and respondent's spouse (if no parent figures) | P-RQ1, P-RQ2, P-RQ5 | Yes | Item deleted to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. |
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| Ethnicity of child, parent figures, or respondent and respondent's spouse (if no parent figures) | P-RQ1, P-RQ2, P-RQ5 | Yes | Item deleted to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. |
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| Ethnicity of child, parent figures, or respondent and respondent's spouse (if no parent figures) | P-RQ1, P-RQ2, P-RQ5 | Yes | Item deleted to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. |
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| FSQ196a1 | Question "What is {your/INITIALS/{NAME}'s} race and/or ethnicity? Select all that apply." 1 American Indian or Alaska Native 2 Asian 3 Black or African American 4 Hispanic or Latino 5 Middle Eastern or North African 6 Native Hawaiian or Pacific Islander 7 White |
Race and/or ethnicity of child, parent figures, or respondent and respondent's spouse (if no parent figures) | P-RQ1, P-RQ2, P-RQ5 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| FSQ196b | Question “{Next, we will collect detailed information for each race or ethnicity selected.} You said that {you are/{CHILD} is} American Indian or Alaska Native. Please provide details below. Enter, for example, Navajo Nation, Blackfeet Tribe of the Blackfeet Indian Reservation of Montana, Native Village of Barrow Inupiat Traditional Government, Nome Eskimo Community, Aztec, Maya, etc.” |
Race and/or ethnicity of child and respondent | P-RQ1, P-RQ2, P-RQ5 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| FSQ196c | Question “{Next, we will collect detailed information for each race or ethnicity selected.} You said that {you are/{CHILD} is} Asian. Provide details below. Select all that apply.” 1 Chinese 2 Asian Indian 3 Filipino 4 Vietnamese 5 Korean 6 Japanese |
Race and/or ethnicity of child and respondent | P-RQ1, P-RQ2, P-RQ5 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| FSQ196cOS | Question "Enter, for example, Pakistani, Hmong, Afghan, etc." | Race and/or ethnicity of child and respondent | P-RQ1, P-RQ2, P-RQ5 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| FSQ196d | Question “{Next, we will collect detailed information for each race or ethnicity selected.} You said that {you are/{CHILD} is} Black or African American. Provide details below. Select all that apply.” 1 African American 2 Jamaican 3 Haitian 4 Nigerian 5 Ethiopian 6 Somali |
Race and/or ethnicity of child and respondent | P-RQ1, P-RQ2, P-RQ5 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| FSQ196dOS | Question "Enter, for example, Trinidadian and Tobagonian, Ghanaian, Congolese, etc." | Race and/or ethnicity of child and respondent | P-RQ1, P-RQ2, P-RQ5 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| FSQ196e | Question “{Next, we will collect detailed information for each race or ethnicity selected.} You said that {you are/ {CHILD} is} Hispanic or Latino. Provide details below. Select all that apply.” 1 Mexican 2 Puerto Rican 3 Salvadoran 4 Cuban 5 Dominican 6 Guatemalan |
Race and/or ethnicity of child and respondent | P-RQ1, P-RQ2, P-RQ5 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| FSQ196eOS | Question "Enter, for example, Colombian, Honduran, Spaniard, etc." | Race and/or ethnicity of child and respondent | P-RQ1, P-RQ2, P-RQ5 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| FSQ196f | Question “{Next, we will collect detailed information for each race or ethnicity selected.} You said that {you are/{CHILD} is} Middle Eastern or North African. Provide details below. Select all that apply.” 1 Lebanese 2 Iranian 3 Egyptian 4 Syrian 5 Iraqi 6 Israeli |
Race and/or ethnicity of child and respondent | P-RQ1, P-RQ2, P-RQ5 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| FSQ196fOS | Question "Enter, for example, Moroccan, Yemeni, Kurdish, etc." | Race and/or ethnicity of child and respondent | P-RQ1, P-RQ2, P-RQ5 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| FSQ196g | “{Next, we will collect detailed information for each race or ethnicity selected.} You said that {you are/{CHILD} is} Native Hawaiian or Pacific Islander. Provide details below. Select all that apply.” 1 Native Hawaiian 2 Samoan 3 Chamorro 4 Tongan 5 Fijian 6 Marshallese |
Race and/or ethnicity of child and respondent | P-RQ1, P-RQ2, P-RQ5 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| FSQ196gOS | Question "Enter, for example, Chuukese, Palauan, Tahitian, etc." | Race and/or ethnicity of child and respondent | P-RQ1, P-RQ2, P-RQ5 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| FSQ196h | “{Next, we will collect detailed information for each race or ethnicity selected.} You said that {you are/{CHILD} is} White. Provide details below. Select all that apply.” 1 English 2 German 3 Irish 4 Italian 5 Polish 6 Scottish |
Race and/or ethnicity of child and respondent | P-RQ1, P-RQ2, P-RQ5 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| FSQ196hOS | Question "Enter, for example, French, Swedish, Norwegian, etc." | Race and/or ethnicity of child and respondent | P-RQ1, P-RQ2, P-RQ5 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| Household structure | P-RQ1, P-RQ2, P-RQ5 | FSQ198c | Question "We have just a few more questions about this household’s members._x000D_ _x000D_ How many siblings does {CHILD} have in this household?"_x000D_ _x000D_ Pre-unit “Number of siblings”_x000D_ _x000D_ Watermark “Enter number” |
Household structure | P-RQ1, P-RQ2, P-RQ5 | Yes | Revised to be the same as spring kindergarten national, collecting race and ethnicity information the same way. | |||||
| Household structure | P-RQ1, P-RQ2, P-RQ5 | FSQ199 | How many grandparents does {CHILD} have in this household?_x000D_ _x000D_ Pre-unit “Number of grandparents”_x000D_ _x000D_ Watermark “Enter number” |
Household structure | P-RQ1, P-RQ2, P-RQ5 | Yes | Revised to be the same as spring kindergarten national, collecting race and ethnicity information the same way. | |||||
| FSQ199b | Question: "Since {CHILD} started kindergarten in the fall of 2023, have any parent or guardians of {CHILD} left the household where the {CHILD} lives with you." ---- 1 Yes 2 No |
Current household roster | P-RQ1, P-RQ2, P-RQ5 | Yes | Added to collect information on household changes/departures. | |||||||
| FSQ199c | Question: "Why did the person(s) leave the household?" Select all that apply 1 Separation or divorce 2 Living elsewhere for employment related reasons or in the military 3 In jail or in prison 4 Moved on/moved elsewhere 5 Deceased 91 Other |
Current household roster | P-RQ1, P-RQ2, P-RQ5 | Yes | Added to collect information on household changes/departures. | |||||||
| FSQ | FSQ200 | Question "{FILL 1} currently married, separated, divorced, widowed, in a domestic partnership, or {FILL 2} never been married?"_x000D_ ----_x000D_ 1. Married_x000D_ 2. Separated_x000D_ 3. Divorced_x000D_ 4. Widowed_x000D_ 5. Never married_x000D_ 6. Civil union/domestic partnership_x000D_ 91. I don't know (Please explain):_x000D_ |
Marital status and history of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 | FSQ200 | Question "How would you describe your current relationship status?"_x000D_ ----_x000D_ 1. Married_x000D_ 2. Separated_x000D_ 3. Divorced_x000D_ 4. Widowed_x000D_ 5. Never married_x000D_ 6. Civil union/domestic partnership_x000D_ 91. Other {(Please explain):/(Please explain on next screen.)}_x000D_ |
Marital status and history of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 | Yes | Revised to be the same as spring K, collecting relationship status the same way. | ||
| FSQ | FSQ200OS | Other specify for marital status and history of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 | FSQ200OS | [other specify for FSQ200] | Other specify for marital status and history of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 | |||||
| Marital status and history of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 | FSQ202 | Question "How would you describe {INITIALS/NAME}’s current relationship status?"_x000D_ ----_x000D_ 1. Married_x000D_ 2. Separated_x000D_ 3. Divorced_x000D_ 4. Widowed_x000D_ 5. Never married_x000D_ 6. Civil union/domestic partnership_x000D_ 91. Other {(Please explain):/(Please explain on next screen.)}_x000D_ DON'T KNOW |
Marital status and history of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 | Yes | Revised to be the same as spring K, collecting relationship status the same way. | |||||
| Other specify for marital status and history of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 | FSQ202OS | [other specify for FSQ202] | Other specify for marital status and history of the primary caretakers | P-RQ1, P-RQ2, P-RQ5 | Yes | Revised to be the same as spring K, collecting relationship status the same way. | |||||
| HEQ | HEQ030 | Question "Now we would like to ask about {CHILD}'s home environment. In a typical week, how often do you or any other family members read books to {CHILD}?" _x000D_ _x000D_ InstResp "Include only times family members have read books to {CHILD}. Do not include times when {CHILD} reads or looks at books by {herself/himself/him or herself}. Please include reading of books in any language."_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Once or twice a week_x000D_ 3. 3 to 6 times a week_x000D_ 4. Every day_x000D_ |
Parents’ frequency of engaging with books (reading, looking at, etc) with the child | P-RQ2, P-RQ3 | HEQ030 | Question "Now we would like to ask about {CHILD}'s home environment. In a typical week, how often do you or any other family members read books to {CHILD}? Include only times family members have read books to {CHILD}. Do not include times when {CHILD} reads or looks at books by {herself/himself/themself}. Please include reading of books in any language." ---- 1. Not at all 2. Once or twice a week 3. 3 to 6 times a week 4. Every day |
Parents’ frequency of engaging with books (reading, looking at, etc) with the child | P-RQ2, P-RQ3 | ||||
| HEQ | HEQ035 | Question "In a typical week, how often do you or any other family members read books to {CHILD} in a language other than English?”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Once or twice a week_x000D_ 3. 3 to 6 times a week_x000D_ 4. Every day_x000D_ |
Frequency of reading activities with the child | P-RQ2, P-RQ3 | HEQ035 | Question "In a typical week, how often do you or any other family members read books to {CHILD} in a language other than English?” ---- 1. Not at all 2. Once or twice a week 3. 3 to 6 times a week 4. Every day |
Frequency of reading activities with the child | P-RQ2, P-RQ3 | ||||
| HEQ | HEQ036 | Question "Generally, how long is {CHILD} read to at each of these times?"_x000D_ _x000D_ InstResp "Please include reading in any language."_x000D_ _x000D_ Pre-unit "Minutes:"_x000D_ _x000D_ Watermark “Enter minutes” |
Frequency of reading activities with the child | P-RQ2, P-RQ3 | HEQ036 | Question "Generally, how long is {CHILD} read to at each of these times? Please include reading in any language." Pre-unit "Minutes:" Watermark “Enter minutes” |
Frequency of reading activities with the child | P-RQ2, P-RQ3 | ||||
| HEQ | HEQ040 | Question "About how many children's books does {CHILD} have in your home now, including library books? Please only include books that are for children.”_x000D_ _x000D_ InstResp “Include all children’s books including those that are electronic or eBooks. Also include books that are borrowed or from the library, as well as those that may be shared with siblings.”_x000D_ _x000D_ Watermark “Enter number of books” |
Literacy materials in the home | P-RQ2 | HEQ040 | Question "About how many children's books does {CHILD} have at home now, including library books? Please only include books that are for children.” Include all children’s books including those that are electronic or eBooks. Also include books that are borrowed or from the library, as well as those that may be shared with siblings.” Watermark “Enter number of books” |
Literacy materials in the home | P-RQ2 | Yes | Revised to include interview instruction in question text. | ||
| HEQ | HEQ045 | Question "{Is this book in English or {{NON-ENGLISH LANGUAGE/ a language other than English}/Are these books in English, {{NON-ENGLISH LANGUAGE}/a language other than English}, or is one in English and the other in {{NON-ENGLISH LANGUAGE}/a language other than English}/Are these books mainly in English, {{NON-ENGLISH LANGUAGE}/a language other than English}, or are there about the same number of books in English as in {{NON-ENGLISH LANGUAGE}/another language}?”_x000D_ ----_x000D_ 1. English_x000D_ 2. {{NON-ENGLISH LANGUAGE}/A language other than English}_x000D_ 3. {Same number in English and {{NON-ENGLISH LANGUAGE}/a language other than English}}_x000D_ |
Literacy materials in the home | P-RQ2 | Yes | Dropped to prioritize total number of books and not break out by language. | ||||||
| HEQ | HEQ105 | Question “In the past month, that is, since {MONTH} {DAY}, has anyone in your family visited a library or bookstore with {CHILD}?” InstResp "Do not count visiting a library or bookstore online. We are asking about in person visits to a library or bookstore." ---- 1. Yes 2. No |
Library use | P-RQ2 | HEQ105 | Question “In the past month, that is, since {MONTH} {DAY}, has anyone in your family visited a library or bookstore with {CHILD}?” InstResp "Do not count visiting a library or bookstore online. We are asking about in person visits to a library or bookstore." ---- 1. Yes 2. No |
Library use | P-RQ2 | ||||
| HEQ | HEQ210 | Question “In the past week, how often did {CHILD} read to {himself/herself} or to others outside of school?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once or twice a week_x000D_ 3. 3 to 6 times a week_x000D_ 4. Every day_x000D_ |
Reading by the child | P-RQ2 | HEQ210 | Question “Now we have some questions about {CHILD}'s activities at home. In the past week, how often did {CHILD} read to {himself/herself/themselves} or to others outside of school? Please include reading in any language.” ---- 1. Never 2. Once or twice a week 3. 3 to 6 times a week 4. Every day |
Reading by the child | P-RQ2 | Yes | Revised to include more instructions in the question stem (also to be consistent with spring K national). | ||
| HEQ | HEQ215 | Question “Generally, how long did {CHILD} read to {himself/herself} at each of these times?”_x000D_ _x000D_ InstResp “Please include reading in any language.”_x000D_ _x000D_ Pre-unit “Minutes:”_x000D_ _x000D_ Watermark “Enter minutes” |
Reading by the child | P-RQ2 | HEQ215 | Question “Generally, how long did {CHILD} read to {himself/herself/themself} at each of these times? Please include reading in any language.” Pre-unit “Minutes:” Watermark “Enter minutes” |
Reading by the child | P-RQ2 | Yes | Revised to include more instructions in the question stem (also to be consistent with spring K national). | ||
| HEQ | HEQ217a | Question “In the past month, how often did you and {CHILD} engage in the following activities? _x000D_ _x000D_ Showed interest in or talked about time using clocks”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 | HEQ217a | Question “In the past month, how often did you and {CHILD} engage in the following activities? Showed interest in or talked about time using clocks” ---- 1. Never or almost never 2. Less than once a week 3. Once a week 4. Several times a week 5. Every day or almost every day |
Math activities | P-RQ2 | ||||
| HEQ | HEQ217b | Question “Played card games that use numbers or counting (such as Go Fish, War)”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 | Yes | Based on field test responses, shortened this list of items to not field the itmes that collect information on games, puzzles, and blocks. | ||||||
| HEQ | HEQ217c | Question “Counted down using numbers (10, 9, 8, 7, . . .)”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 | HEQ217c | Question “Counted down using numbers (10, 9, 8, 7, . . .)” ---- 1. Never or almost never 2. Less than once a week 3. Once a week 4. Several times a week 5. Every day or almost every day |
Math activities | P-RQ2 | ||||
| HEQ | HEQ217d | Question “Played board games that use numbers, counting, or dice (such as Chutes and Ladders, Monopoly Jr.)”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 | Yes | Based on field test responses, shortened this list of items to not field the itmes that collect information on games, puzzles, and blocks. | ||||||
| HEQ | HEQ217e | Question “Counted out money”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 | HEQ217e | Question “Counted out money” ---- 1. Never or almost never 2. Less than once a week 3. Once a week 4. Several times a week 5. Every day or almost every day |
Math activities | P-RQ2 | ||||
| HEQ | HEQ217f | Question “In the past month, how often did you and {CHILD} engage in the following activities? _x000D_ _x000D_ Memorized math facts (such as 2 + 2 = 4)”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 | HEQ217f | Question “Memorized math facts (such as 2 + 2 = 4)” ---- 1. Never or almost never 2. Less than once a week 3. Once a week 4. Several times a week 5. Every day or almost every day |
Math activities | P-RQ2 | ||||
| HEQ | HEQ217g | Question “{Continued} In the past month, how often did you and {CHILD} engage in the following activities?_x000D_ _x000D_ Measured the lengths and widths of things”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 | HEQ217g | Question “Measured the lengths and widths of things” ---- 1. Never or almost never 2. Less than once a week 3. Once a week 4. Several times a week 5. Every day or almost every day |
Math activities | P-RQ2 | ||||
| HEQ | HEQ217h | Question “Guessed the number of things (such as pennies in a jar)”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 | HEQ217h | Question “Guessed the number of things (such as pennies in a jar)” ---- 1. Never or almost never 2. Less than once a week 3. Once a week 4. Several times a week 5. Every day or almost every day |
Math activities | P-RQ2 | ||||
| HEQ | HEQ217i | Question “Compared the sizes of numbers (such as 5 is more than 4)”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 | HEQ217i | Question “Compared the sizes of numbers (such as 5 is more than 4)” ---- 1. Never or almost never 2. Less than once a week 3. Once a week 4. Several times a week 5. Every day or almost every day |
Math activities | P-RQ2 | ||||
| HEQ | HEQ217j | Question “Measured ingredients when cooking or baking”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 | HEQ217j | Question “Measured ingredients when cooking or baking” ---- 1. Never or almost never 2. Less than once a week 3. Once a week 4. Several times a week 5. Every day or almost every day |
Math activities | P-RQ2 | ||||
| HEQ | HEQ217k | Question “Played with jigsaw puzzles”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 | Yes | Based on field test responses, shortened this list of items to not field the itmes that collect information on games, puzzles, and blocks. | ||||||
| HEQ | HEQ217l | Question “Played with blocks or construction toys”_x000D_ ----_x000D_ 1. Never or almost never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Several times a week_x000D_ 5. Every day or almost every day_x000D_ |
Math activities | P-RQ2 | Yes | Based on field test responses, shortened this list of items to not field the itmes that collect information on games, puzzles, and blocks. | ||||||
| HEQ | HEQ220 | Question “Do you have a home computer or other digital device that {CHILD} uses?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Availability and use of a home computer/digital device | P-RQ2 | HEQ220 | Question “Do you have a home computer or other digital device that {CHILD} uses?” ---- 1. Yes 2. No |
Availability and use of a home computer/digital device | P-RQ2 | ||||
| HEQ | HEQ274a | Question “On any given weekday, how much time does {CHILD} spend playing video, computer, or mobile games?” _x000D_ _x000D_ InstrResp "If less than an hour, enter '0' in the "Hours" section. If {CHILD} does not play video, computer, or mobile games, enter '0' in both the “Hours” and "Minutes" sections." _x000D_ _x000D_ Pre-unit “Hours:” _x000D_ _x000D_ Watermark "Enter hours" |
Amount of time the child plays video games | P-RQ2 | HEQ274a | Question “On any given weekday, how much time does {CHILD} spend playing video, computer, or mobile games? 1.{CHILD} does not play video, computer, or mobile games on weekdays. 2.1 to 15 minutes 3.16 to 30 minutes 4.31 to 45 minutes 5.46 to 60 minutes 6.61 minutes to 120 minutes 7.More than 120 minutes (more than 2 hours) |
Amount of time the child plays video games | P-RQ2 | Yes | Revised to include more instructions in the question stem (also to be consistent with spring K national). | ||
| HEQ | HEQ274b | Pre-unit “Minutes:” _x000D_ _x000D_ Watermark "Enter minutes" |
Amount of time the child plays video games | P-RQ2 | Yes | Incorporated into HEQ274a. | ||||||
| HEQ | HEQ274c | Question “In an average week, how often does {CHILD} use a home computer or other digital device to play with programs that teach {him/her} something, like math or reading skills?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once or twice a week_x000D_ 3. 3 to 6 times a week_x000D_ 4. Every day_x000D_ |
How often the child uses a home computer/digital device for educational purposes | P-RQ2 | HEQ274c | Question “In an average week, how often does {CHILD} use a home computer or other digital device to play with programs that teach {him/her/them} something, like math or reading skills?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once or twice a week_x000D_ 3. 3 to 6 times a week_x000D_ 4. Every day_x000D_ |
How often the child uses a home computer/digital device for educational purposes | P-RQ2 | Yes | Revised to include more instructions in the question stem (also to be consistent with spring K national). | ||
| HEQ285 | Question “Are there family rules about how many hours {CHILD} may spend on screen time?” 1. Yes 2. No |
How often the child uses a home computer/digital device for educational purposes | P-RQ2 | Yes | Added to spring 1, from spring K, to collect information about technology and screen time over time as children age across the elementary school years. | |||||||
| HEQ285a | Question “In what ways do you limit {CHILD}'s screen time? Please select all that apply.” 1. With a device or app 2. Ask {CHILD} to end screen time 3. Redirect {CHILD} to other activity 4. Take away the device from {CHILD} 91. Other |
How often the child uses a home computer/digital device for educational purposes | P-RQ2 | Yes | Added to spring 1, from spring K, to collect information about technology and screen time over time as children age across the elementary school years. | |||||||
| HEQ | HEQ280 | Question “Is {CHILD} tutored on a regular basis, by someone other than you or a family member, in a specific subject, such as reading, math, science, or a foreign language?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Tutoring | P-RQ5 | HEQ280 | Question “Is {CHILD} tutored on a regular basis, by someone other than you or a family member, in a specific subject? Please select all that apply.” ---- 1. Reading 2. Math 3. Science 4. Foreign language 5. Other 6. None of the above. Child is not tutored on a regular basis, by anyone other than me or a family member. |
Tutoring | P-RQ5 | Yes | Revised to collect information about tutoring by different subject areas, combining field test HEQ280 and HEQ287. | ||
| HEQ | HEQ287 | Question: “What is {CHILD} tutored in?”_x000D_ _x000D_ InstResp "Select all that apply."_x000D_ ----_x000D_ 1. Reading_x000D_ 2. Math_x000D_ 3. Science_x000D_ 4. Foreign language_x000D_ 91. Other (Please specify):_x000D_ |
Tutoring | P-RQ2 | Yes | Revised to collect information about tutoring by different subject areas, combining field test HEQ280 and HEQ287. | ||||||
| HEQ | HEQ287OS | Other specify for tutoring | P-RQ2 | Yes | Revised to collect information about tutoring by different subject areas, combining field test HEQ280 and HEQ287. | |||||||
| HEQ | HEQ288 | Question “Now we'd like to ask you about some of the activities your child might do. Has {CHILD} ever participated in any of the following activities?”_x000D_ _x000D_ InstResp "Select all that apply."_x000D_ ----_x000D_ 1. Organized athletic activities, like basketball, soccer, baseball, swimming, or gymnastics_x000D_ 2. Dance groups, classes, or lessons_x000D_ 3. Music, for example, piano, instrumental music, or singing lessons_x000D_ 4. Drama groups, classes, or lessons_x000D_ 5. Art groups, classes, or lessons, for example, painting, drawing, sculpture_x000D_ 6. Craft groups, classes, or lessons_x000D_ 7. Language groups, classes, or lessons (to learn English or another language)_x000D_ 8. None of the above_x000D_ |
Children’s organized activities (sports, music, art, etc.) | P-RQ2 | HEQ288 | Question “Now we'd like to ask you about some of the activities your child might do. Has {CHILD} ever participated in any of the following activities? Please select all that apply." _x000D_ ----_x000D_ 1. Organized athletic activities, like basketball, soccer, baseball, swimming, or gymnastics_x000D_ 2. Dance groups, classes, or lessons_x000D_ 3. Music, for example, piano, instrumental music, or singing lessons_x000D_ 4. Drama groups, classes, or lessons_x000D_ 5. Art groups, classes, or lessons, for example, painting, drawing, sculpture_x000D_ 6. Craft groups, classes, or lessons_x000D_ 7. Language groups, classes, or lessons (to learn English or another language)_x000D_ 8. None of the above_x000D_ |
Children’s organized activities (sports, music, art, etc.) | P-RQ2 | Yes | Revised to include more instructions in the question stem (also to be consistent with spring K national). | ||
| HEQ | HEQ399 | Question “During a typical week, how often does {CHILD} play outside actively (for example, running, jumping, or swinging)?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once or twice a week_x000D_ 3. 3 to 6 times a week_x000D_ 4. Every day_x000D_ |
Outside play and perception of how safe it is for children to play outside | P-RQ2 | HEQ399 | Question “During a typical week, how often does {CHILD} play outside actively (for example, running, jumping, or swinging)?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once or twice a week_x000D_ 3. 3 to 6 times a week_x000D_ 4. Every day_x000D_ |
Outside play and perception of how safe it is for children to play outside | P-RQ2 | ||||
| HEQ | HEQ400 | Question “Now we have some questions about your neighborhood. How safe is it for children to play outside during the day in your neighborhood?”_x000D_ ----_x000D_ 1. Not at all safe_x000D_ 2. Somewhat safe_x000D_ 3. Very safe_x000D_ |
Outside play and perception of how safe it is for children to play outside, neighborhood safety | P-RQ2 | HEQ400 | Question “Now we have some questions about your neighborhood. How safe is it for children to play outside during the day in your neighborhood?”_x000D_ ----_x000D_ 1. Not at all safe_x000D_ 2. Somewhat safe_x000D_ 3. Very safe_x000D_ |
Outside play and perception of how safe it is for children to play outside, neighborhood safety | P-RQ2 | ||||
| HEQ | HEQ520 | Question “In a typical week, on how many days does your family eat a meal together?”_x000D_ _x000D_ InstResp “By family, we mean at least one adult and one child.”_x000D_ _x000D_ Pre-unit “Days:”_x000D_ _x000D_ Watermark "Number of days" |
Frequency with which the family eats meals together | P-RQ2 | HEQ520 | Question “In a typical week, on how many days does your family eat any meal together?”_x000D_ _x000D_ _x000D_ Pre-unit “Days:”_x000D_ _x000D_ Watermark "Number of days" |
Frequency with which the family eats meals together | P-RQ2 | Yes | Revised to include more instructions in the question stem (also to be consistent with spring K national). | ||
| HEQ | HEQ521 | Question “In a typical week, on how many days does your family eat the evening meal together?”_x000D_ _x000D_ InstResp “By family, we mean at least one adult and one child.”_x000D_ _x000D_ Pre-unit “Days:”_x000D_ _x000D_ Watermark "Number of days" |
Frequency with which the family eats meals together | P-RQ2 | Yes | Dropped. Focusing collection on at least one meal (HEQ520) instead of a specific meal. | ||||||
| HEQ | HEQ595 | Question “On weeknights during the school year, does {CHILD} usually go to bed at about the same time each night?”_x000D_ ----_x000D_ 1. Yes, {CHILD} has a usual bedtime._x000D_ 2. No, {CHILD}'s bedtime varies a lot from night to night._x000D_ |
Hours of child sleep and whether child has regular bedtime | P-RQ2 | HEQ595 | Question “On weeknights during the school year, does {CHILD} usually go to bed at about the same time each night?”_x000D_ ----_x000D_ 1. Yes, {CHILD} has a usual bedtime._x000D_ 2. No, {CHILD}'s bedtime varies a lot from night to night._x000D_ |
Hours of child sleep and whether child has regular bedtime | P-RQ2 | ||||
| HEQ | HEQ600a | Question “On an average school night, how many hours of sleep does {CHILD} get?”_x000D_ _x000D_ Pre-unit “Hours:” _x000D_ _x000D_ Watermark "Enter hours" |
Hours of child sleep and whether child has regular bedtime | P-RQ2 | HEQ600a | Question “On an average school night, how many hours of sleep does {CHILD} get?” 1. Less than 6 hours 2. 6 hours to 7 hours 3. More than 7 hours to 8 hours 4. More than 8 hours to 9 hours 5. More than 9 hours to 10 hours 6. More than 10 hours |
Hours of child sleep and whether child has regular bedtime | P-RQ2 | Yes | Revised response options to make them more clear and mutually exclusive. | ||
| HEQ | HEQ600b | Pre-unit “Minutes:” _x000D_ _x000D_ Watermark "Enter minutes" |
Hours of child sleep and whether child has regular bedtime | P-RQ2 | Yes | Incorporated into HEQ600a. | ||||||
| SSQ | SSQ010a | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 | SSQ010a | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010b | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 | SSQ010b | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010c | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 | SSQ010c | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010d | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 | SSQ010d | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010e | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 | SSQ010e | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010f | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 | SSQ010f | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010g | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 | SSQ010g | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010h | Item wording is redacted due to copyright | Self-control | P-RQ2, P-RQ5 | SSQ010h | Item wording is redacted due to copyright | Self-control | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010i | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 | SSQ010i | Item wording is redacted due to copyright | Social interaction | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010j | Question "Keeps working at something until {he/she/they} {is/are} finished."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 | SSQ010j | Question "Keeps working at something until {he/she/they} {is/are} finished."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010k | Item wording is redacted due to copyright | Self-control | P-RQ2, P-RQ5 | SSQ010k | Item wording is redacted due to copyright | Self-control | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010l | Item wording is redacted due to copyright | Self-control | P-RQ2, P-RQ5 | SSQ010l | Item wording is redacted due to copyright | Self-control | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010m | Question "{(Continued) }Please indicate how often {CHILD} acts in the following ways. _x000D_ _x000D_ Shows interest in a variety of things."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 | SSQ010m | Question "{(Continued) }Please indicate how often {CHILD} acts in the following ways. _x000D_ _x000D_ Shows interest in a variety of things."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010n | Item wording is redacted due to copyright | Self-control | P-RQ2, P-RQ5 | SSQ010n | Item wording is redacted due to copyright | Self-control | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010o | Question "Concentrates on a task and ignores distractions."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 | SSQ010o | Question "Concentrates on a task and ignores distractions."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010p | Item wording is redacted due to copyright | Self-control | P-RQ2, P-RQ5 | SSQ010p | Item wording is redacted due to copyright | Self-control | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010q | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 | SSQ010q | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010r | Question "Helps with chores."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 | SSQ010r | Question "Helps with chores."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010s | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 | SSQ010s | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010t | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | P-RQ2, P-RQ5 | SSQ010t | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010u | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 | SSQ010u | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010v | Question "Is eager to learn new things."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 | SSQ010v | Question "Is eager to learn new things."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010w | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | P-RQ2, P-RQ5 | SSQ010w | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010x | Question "Is creative in work or in play."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 | SSQ010x | Question "Is creative in work or in play."_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Approaches toward learning | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010y | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | P-RQ2, P-RQ5 | SSQ010y | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010z1 | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | P-RQ2, P-RQ5 | SSQ010z1 | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010z2 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 | SSQ010z2 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010z3 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 | SSQ010z3 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010z4 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 | SSQ010z4 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010z5 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 | SSQ010z5 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010z6 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 | SSQ010z6 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010z7 | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | P-RQ2, P-RQ5 | SSQ010z7 | Item wording is redacted due to copyright | Externalizing problem behaviors: Impulsive/Overactive | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010z8 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 | SSQ010z8 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ010z9 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 | SSQ010z9 | Item wording is redacted due to copyright | Internalizing problem behaviors: Sad/Lonely | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ020a | Question "Please rate how true each of these statements is for {CHILD}._x000D_ _x000D_ When practicing an activity, has a hard time keeping {her/his} mind on it."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Untrue_x000D_ 3. Somewhat untrue_x000D_ 4. Neither untrue nor true_x000D_ 5. Somewhat true_x000D_ 6. True_x000D_ 7. Extremely true_x000D_ |
Attention Focusing | P-RQ2, P-RQ5 | SSQ020a | Question "Please rate how true each of these statements is for {CHILD}. When practicing an activity, has a hard time keeping {her/his/their} mind on it." ---- 1. Extremely untrue 2. Untrue 3. Somewhat untrue 4. Neither untrue nor true 5. Somewhat true 6. True 7. Extremely true |
Attention Focusing | P-RQ2, P-RQ5 | Yes | To be more inclusive, allowed for a third option for gender. | ||
| SSQ | SSQ020b | Question "Will move from one task to another without completing any of them."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Untrue_x000D_ 3. Somewhat untrue_x000D_ 4. Neither untrue nor true_x000D_ 5. Somewhat true_x000D_ 6. True_x000D_ 7. Extremely true_x000D_ |
Attention Focusing | P-RQ2, P-RQ5 | SSQ020b | Question "Will move from one task to another without completing any of them." ---- 1. Extremely untrue 2. Untrue 3. Somewhat untrue 4. Neither untrue nor true 5. Somewhat true 6. True 7. Extremely true |
Attention Focusing | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ020c | Question "When drawing or coloring in a book, shows strong concentration."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Untrue_x000D_ 3. Somewhat untrue_x000D_ 4. Neither untrue nor true_x000D_ 5. Somewhat true_x000D_ 6. True_x000D_ 7. Extremely true_x000D_ |
Attention Focusing | P-RQ2, P-RQ5 | SSQ020c | Question "When drawing or coloring in a book, shows strong concentration." ---- 1. Extremely untrue 2. Untrue 3. Somewhat untrue 4. Neither untrue nor true 5. Somewhat true 6. True 7. Extremely true |
Attention Focusing | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ020d | Question "When building or putting something together, becomes very involved in what {he/she} is doing, and works for long periods of time."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Untrue_x000D_ 3. Somewhat untrue_x000D_ 4. Neither untrue nor true_x000D_ 5. Somewhat true_x000D_ 6. True_x000D_ 7. Extremely true_x000D_ |
Attention Focusing | P-RQ2, P-RQ5 | SSQ020d | Question "When building or putting something together, becomes very involved in what {he/she/they} {is/are} doing, and works for long periods of time." ---- 1. Extremely untrue 2. Untrue 3. Somewhat untrue 4. Neither untrue nor true 5. Somewhat true 6. True 7. Extremely true |
Attention Focusing | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ020e | Question "Please rate how true each of these statements is for {CHILD}._x000D_ _x000D_ Is easily distracted when listening to a story."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Untrue_x000D_ 3. Somewhat untrue_x000D_ 4. Neither untrue nor true_x000D_ 5. Somewhat true_x000D_ 6. True_x000D_ 7. Extremely true_x000D_ |
Attention Focusing | P-RQ2, P-RQ5 | SSQ020e | Question "Please rate how true each of these statements is for {CHILD}. Is easily distracted when listening to a story." ---- 1. Extremely untrue 2. Untrue 3. Somewhat untrue 4. Neither untrue nor true 5. Somewhat true 6. True 7. Extremely true |
Attention Focusing | P-RQ2, P-RQ5 | ||||
| SSQ | SSQ020f | Question "Sometimes becomes absorbed in a picture book and looks at it for a long time."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Untrue_x000D_ 3. Somewhat untrue_x000D_ 4. Neither untrue nor true_x000D_ 5. Somewhat true_x000D_ 6. True_x000D_ 7. Extremely true_x000D_ |
Attention Focusing | P-RQ2, P-RQ5 | Yes | Based on field test responses, within a factor analysis SSQ020f does not load with the other items in the SSQ020 scale. Therefore dropping SSQ020f. | ||||||
| SSQ | SSQ025a | Question "Please rate how true each of these statements is for {CHILD}. _x000D_ _x000D_ Can wait before entering into new activities if asked to."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Somewhat untrue_x000D_ 3. Neither untrue nor true_x000D_ 4. Somewhat true_x000D_ 5. Extremely true_x000D_ |
Inhibitory Control | P-RQ2, P-RQ5 | SSQ025a | Question "Please rate how true each of these statements is for {CHILD}. Can wait before entering into new activities if asked to." ---- 1. Extremely untrue 2. Untrue 3. Somewhat untrue 4. Neither untrue nor true 5. Somewhat true 6. True 7. Extremely true |
Inhibitory Control | P-RQ2, P-RQ5 | Yes | The constructs attention focusing (SSQ020) and inhibitory control (SSQ025) are part of the same item set. Revised response options to be consistent with the entire item set, the same as SSQ020. | ||
| SSQ | SSQ025b | Question "Plans for new activities or changes in routine to make sure {he/she} has what will be needed."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Somewhat untrue_x000D_ 3. Neither untrue nor true_x000D_ 4. Somewhat true_x000D_ 5. Extremely true_x000D_ |
Inhibitory Control | P-RQ2, P-RQ5 | SSQ025b | Question "Plans for new activities or changes in routine to make sure {he/she/they} {has/have} what will be needed." ---- 1. Extremely untrue 2. Untrue 3. Somewhat untrue 4. Neither untrue nor true 5. Somewhat true 6. True 7. Extremely true |
Inhibitory Control | P-RQ2, P-RQ5 | Yes | To be more inclusive, allowed for a third option for gender. The constructs attention focusing (SSQ020) and inhibitory control (SSQ025) are part of the same item set. Revised response options to be consistent with the entire item set, the same as SSQ020. |
||
| SSQ | SSQ025c | Question "Has trouble sitting still when told to (story time, etc.)."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Somewhat untrue_x000D_ 3. Neither untrue nor true_x000D_ 4. Somewhat true_x000D_ 5. Extremely true_x000D_ |
Inhibitory Control | P-RQ2, P-RQ5 | SSQ025c | Question "Has trouble sitting still when told to (story time, etc.)." ---- 1. Extremely untrue 2. Untrue 3. Somewhat untrue 4. Neither untrue nor true 5. Somewhat true 6. True 7. Extremely true |
Inhibitory Control | P-RQ2, P-RQ5 | Yes | The constructs attention focusing (SSQ020) and inhibitory control (SSQ025) are part of the same item set. Revised response options to be consistent with the entire item set, the same as SSQ020. | ||
| SSQ | SSQ025d | Question "Is good at following instructions."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Somewhat untrue_x000D_ 3. Neither untrue nor true_x000D_ 4. Somewhat true_x000D_ 5. Extremely true_x000D_ |
Inhibitory Control | P-RQ2, P-RQ5 | SSQ025d | Question "Is good at following instructions." ---- 1. Extremely untrue 2. Untrue 3. Somewhat untrue 4. Neither untrue nor true 5. Somewhat true 6. True 7. Extremely true |
Inhibitory Control | P-RQ2, P-RQ5 | Yes | The constructs attention focusing (SSQ020) and inhibitory control (SSQ025) are part of the same item set. Revised response options to be consistent with the entire item set, the same as SSQ020. | ||
| SSQ | SSQ025e | Question "Please rate how true each of these statements is for {CHILD}. _x000D_ _x000D_ Approaches places that {he/she} thinks might be "risky" slowly and cautiously."_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Somewhat untrue_x000D_ 3. Neither untrue nor true_x000D_ 4. Somewhat true_x000D_ 5. Extremely true_x000D_ |
Inhibitory Control | P-RQ2, P-RQ5 | SSQ025e | Question "Please rate how true each of these statements is for {CHILD}. Approaches places that {he/she/they} {thinks/think} might be "risky" slowly and cautiously." ---- 1. Extremely untrue 2. Untrue 3. Somewhat untrue 4. Neither untrue nor true 5. Somewhat true 6. True 7. Extremely true |
Inhibitory Control | P-RQ2, P-RQ5 | Yes | To be more inclusive, allowed for a third option for gender. The constructs attention focusing (SSQ020) and inhibitory control (SSQ025) are part of the same item set. Revised response options to be consistent with the entire item set, the same as SSQ020. |
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| SSQ | SSQ025f | Question "Can easily stop an activity when told "no.""_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Somewhat untrue_x000D_ 3. Neither untrue nor true_x000D_ 4. Somewhat true_x000D_ 5. Extremely true_x000D_ |
Inhibitory Control | P-RQ2, P-RQ5 | SSQ025f | Question "Can easily stop an activity when told "no."" ---- 1. Extremely untrue 2. Untrue 3. Somewhat untrue 4. Neither untrue nor true 5. Somewhat true 6. True 7. Extremely true |
Inhibitory Control | P-RQ2, P-RQ5 | Yes | The constructs attention focusing (SSQ020) and inhibitory control (SSQ025) are part of the same item set. Revised response options to be consistent with the entire item set, the same as SSQ020. | ||
| SSQ | SSQ030a | Question “How much do you agree or disagree with the following statements about {CHILD}._x000D_ _x000D_ {CHILD} becomes sad when other children are sad.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Somewhat disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Somewhat agree_x000D_ 5. Strongly agree_x000D_ |
Affective empathy | P-RQ2, P-RQ5 | Yes | Dropped from kindergarten national. Also, dropping from first grade. Some concerns over parent as a reliable reporter of this construct (opportunity to objectively observe their child around others). Also, need to reduce the overall length of the parent survey. | ||||||
| SSQ | SSQ030b | Question “{CHILD} gets upset seeing another child being punished for being naughty.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Somewhat disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Somewhat agree_x000D_ 5. Strongly agree_x000D_ |
Affective empathy | P-RQ2, P-RQ5 | Yes | Dropped from kindergarten national. Also, dropping from first grade. Some concerns over parent as a reliable reporter of this construct (opportunity to objectively observe their child around others). Also, need to reduce the overall length of the parent survey. | ||||||
| SSQ | SSQ030c | Question “{CHILD} seems to react to the moods of people around {him/her}.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Somewhat disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Somewhat agree_x000D_ 5. Strongly agree_x000D_ |
Affective empathy | P-RQ2, P-RQ5 | Yes | Dropped from kindergarten national. Also, dropping from first grade. Some concerns over parent as a reliable reporter of this construct (opportunity to objectively observe their child around others). Also, need to reduce the overall length of the parent survey. | ||||||
| SSQ | SSQ030d | Question “{CHILD} gets upset when another person is acting upset.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Somewhat disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Somewhat agree_x000D_ 5. Strongly agree_x000D_ |
Affective empathy | P-RQ2, P-RQ5 | Yes | Dropped from kindergarten national. Also, dropping from first grade. Some concerns over parent as a reliable reporter of this construct (opportunity to objectively observe their child around others). Also, need to reduce the overall length of the parent survey. | ||||||
| SSQ | SSQ030e | Question “{CHILD} cries or gets upset when seeing another child cry.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Somewhat disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Somewhat agree_x000D_ 5. Strongly agree_x000D_ |
Affective empathy | P-RQ2, P-RQ5 | Yes | Dropped from kindergarten national. Also, dropping from first grade. Some concerns over parent as a reliable reporter of this construct (opportunity to objectively observe their child around others). Also, need to reduce the overall length of the parent survey. | ||||||
| SSQ | SSQ035a | Question "In the following items, please indicate on a scale from very unlikely to very likely the likelihood that you would respond in the ways listed for each item. _x000D_ _x000D_ If {CHILD} becomes angry because {he/she} is sick or hurt and can't go to {his/her} friend's birthday party, would you…_x000D_ _x000D_ Send {CHILD} to {his/her} room to cool off?”_x000D_ ----_x000D_ 1. Very unlikely_x000D_ 2. Unlikely_x000D_ 3. Somewhat unlikely_x000D_ 4. Neither likely nor unlikely_x000D_ 5. Somewhat likely_x000D_ 6. Likely_x000D_ 7. Very likely_x000D_ |
Emotional socialization | P-RQ2, P-RQ5 | Yes | These items may be viewed as sensitive in a Department of Education study. Also, did not show good reliability in the field test. | ||||||
| SSQ | SSQ035b | Question "Get angry at {CHILD}?”_x000D_ ----_x000D_ 1. Very unlikely_x000D_ 2. Unlikely_x000D_ 3. Somewhat unlikely_x000D_ 4. Neither likely nor unlikely_x000D_ 5. Somewhat likely_x000D_ 6. Likely_x000D_ 7. Very likely_x000D_ |
Emotional socialization | P-RQ2, P-RQ5 | Yes | These items may be viewed as sensitive in a Department of Education study. Also, did not show good reliability in the field test. | ||||||
| SSQ | SSQ035c | Question "Help {CHILD} think about ways that {he/she} can still be with friends (for example, invite some friends over after the party)?”_x000D_ ----_x000D_ 1. Very unlikely_x000D_ 2. Unlikely_x000D_ 3. Somewhat unlikely_x000D_ 4. Neither likely nor unlikely_x000D_ 5. Somewhat likely_x000D_ 6. Likely_x000D_ 7. Very likely_x000D_ |
Emotional socialization | P-RQ2, P-RQ5 | Yes | These items may be viewed as sensitive in a Department of Education study. Also, did not show good reliability in the field test. | ||||||
| SSQ | SSQ035d | Question "Tell {CHILD} not to make a big deal out of missing the party?”_x000D_ ----_x000D_ 1. Very unlikely_x000D_ 2. Unlikely_x000D_ 3. Somewhat unlikely_x000D_ 4. Neither likely nor unlikely_x000D_ 5. Somewhat likely_x000D_ 6. Likely_x000D_ 7. Very likely_x000D_ |
Emotional socialization | P-RQ2, P-RQ5 | Yes | These items may be viewed as sensitive in a Department of Education study. Also, did not show good reliability in the field test. | ||||||
| SSQ | SSQ035e | Question "Encourage {CHILD} to express {his/her} feelings of anger and frustration?”_x000D_ ----_x000D_ 1. Very unlikely_x000D_ 2. Unlikely_x000D_ 3. Somewhat unlikely_x000D_ 4. Neither likely nor unlikely_x000D_ 5. Somewhat likely_x000D_ 6. Likely_x000D_ 7. Very likely_x000D_ |
Emotional socialization | P-RQ2, P-RQ5 | Yes | These items may be viewed as sensitive in a Department of Education study. Also, did not show good reliability in the field test. | ||||||
| SSQ | SSQ035f | Question "Soothe {CHILD} and do something fun with {him/her} to make {him/her} feel better about missing the party?”_x000D_ ----_x000D_ 1. Very unlikely_x000D_ 2. Unlikely_x000D_ 3. Somewhat unlikely_x000D_ 4. Neither likely nor unlikely_x000D_ 5. Somewhat likely_x000D_ 6. Likely_x000D_ 7. Very likely_x000D_ |
Emotional socialization | P-RQ2, P-RQ5 | Yes | These items may be viewed as sensitive in a Department of Education study. Also, did not show good reliability in the field test. | ||||||
| SSQ | SSQ040a | Question "For each of the following scenarios, please indicate how likely you would be to respond in the ways listed._x000D_ _x000D_ If {CHILD} is playing with other children and one of them calls {him/her} names, and {CHILD} then begins to tremble and become tearful, would you…_x000D_ _x000D_ Tell {CHILD} not to make a big deal out of it?”_x000D_ ----_x000D_ 1. Very unlikely_x000D_ 2. Unlikely_x000D_ 3. Somewhat unlikely_x000D_ 4. Neither likely nor unlikely_x000D_ 5. Somewhat likely_x000D_ 6. Likely_x000D_ 7. Very likely_x000D_ |
Emotional socialization | P-RQ2, P-RQ5 | Yes | These items may be viewed as sensitive in a Department of Education study. Also, did not show good reliability in the field test. | ||||||
| SSQ | SSQ040b | Question "Feel upset yourself?”_x000D_ ----_x000D_ 1. Very unlikely_x000D_ 2. Unlikely_x000D_ 3. Somewhat unlikely_x000D_ 4. Neither likely nor unlikely_x000D_ 5. Somewhat likely_x000D_ 6. Likely_x000D_ 7. Very likely_x000D_ |
Emotional socialization | P-RQ2, P-RQ5 | Yes | These items may be viewed as sensitive in a Department of Education study. Also, did not show good reliability in the field test. | ||||||
| SSQ | SSQ040c | Question "Tell {CHILD} to behave or you will have to go home right away?”_x000D_ ----_x000D_ 1. Very unlikely_x000D_ 2. Unlikely_x000D_ 3. Somewhat unlikely_x000D_ 4. Neither likely nor unlikely_x000D_ 5. Somewhat likely_x000D_ 6. Likely_x000D_ 7. Very likely_x000D_ |
Emotional socialization | P-RQ2, P-RQ5 | Yes | These items may be viewed as sensitive in a Department of Education study. Also, did not show good reliability in the field test. | ||||||
| SSQ | SSQ040d | Question “Help {CHILD} think of constructive things to do when other children tease {him/her} (for example, find other things to do)?”_x000D_ ----_x000D_ 1. Very unlikely_x000D_ 2. Unlikely_x000D_ 3. Somewhat unlikely_x000D_ 4. Neither likely nor unlikely_x000D_ 5. Somewhat likely_x000D_ 6. Likely_x000D_ 7. Very likely_x000D_ |
Emotional socialization | P-RQ2, P-RQ5 | Yes | These items may be viewed as sensitive in a Department of Education study. Also, did not show good reliability in the field test. | ||||||
| SSQ | SSQ040e | Question "Comfort {him/her} and play a game to take {his/her} mind off the upsetting event?”_x000D_ ----_x000D_ 1. Very unlikely_x000D_ 2. Unlikely_x000D_ 3. Somewhat unlikely_x000D_ 4. Neither likely nor unlikely_x000D_ 5. Somewhat likely_x000D_ 6. Likely_x000D_ 7. Very likely_x000D_ |
Emotional socialization | P-RQ2, P-RQ5 | Yes | These items may be viewed as sensitive in a Department of Education study. Also, did not show good reliability in the field test. | ||||||
| SSQ | SSQ040f | Question "Encourage {him/her} to talk about how it hurts to be teased?”_x000D_ ----_x000D_ 1. Very unlikely_x000D_ 2. Unlikely_x000D_ 3. Somewhat unlikely_x000D_ 4. Neither likely nor unlikely_x000D_ 5. Somewhat likely_x000D_ 6. Likely_x000D_ 7. Very likely_x000D_ |
Emotional socialization | P-RQ2, P-RQ5 | Yes | These items may be viewed as sensitive in a Department of Education study. Also, did not show good reliability in the field test. | ||||||
| CFQ | CFQ100 | Question “Now, we'd like to ask some questions about your relationship with {NAME OF CURRENT PARTNER/your current spouse or partner}. Please describe your relationship.”_x000D_ ----_x000D_ 1. Very happy_x000D_ 2. Fairly happy_x000D_ 3. Not too happy_x000D_ |
Marital satisfaction | P-RQ5 | Yes | Could be seen as sensitive or outside the scope of a study focused on the educational experiences of children. | ||||||
| CFQ | CFQ320a | Question “Now we are going to show you some statements. Please select how true each statement is for you._x000D_ _x000D_ If {CHILD} is having problems at school, there is a friend, relative, or neighbor I can talk it over with.”_x000D_ ----_x000D_ 1. Never true_x000D_ 2. Sometimes true_x000D_ 3. Always true_x000D_ |
Social support | P-RQ5 | CFQ320a | Question “Now we are going to show you some statements. Please select how true each statement is for you. If {CHILD} is having problems at school, there is a friend, relative, or neighbor I can talk it over with.” ---- 1. Never true 2. Sometimes true 3. Always true |
Social support | P-RQ5 | ||||
| CFQ | CFQ320b | Question “If I have an emergency and need cash, family or friends will loan it to me.”_x000D_ ----_x000D_ 1. Never true_x000D_ 2. Sometimes true_x000D_ 3. Always true_x000D_ |
Social support | P-RQ5 | CFQ320b | Question “If I have an emergency and need cash, family or friends will loan it to me.” ---- 1. Never true 2. Sometimes true 3. Always true |
Social support | P-RQ5 | ||||
| CFQ | CFQ320c | Question “If I have troubles or need advice, I have someone I can talk to.”_x000D_ ----_x000D_ 1. Never true_x000D_ 2. Sometimes true_x000D_ 3. Always true_x000D_ |
Social support | P-RQ5 | CFQ320c | Question “If I have troubles or need advice, I have someone I can talk to.” ---- 1. Never true 2. Sometimes true 3. Always true |
Social support | P-RQ5 | ||||
| CCQ | CCQ005 | Question "Now, we would like to ask about child care arrangements. First, we would like to ask you about all the child care {CHILD} now receives on a regular basis from someone other than {you/{his/her} {parents/guardians}}. This does not include occasional baby-sitting or back-up care providers." _x000D_ _x000D_ InstResp “Press Next to continue.” |
Participation in ECE, by type of arrangement (e.g., relative; non-relative; and center-based) | P-RQ1, P-RQ2, P-RQ3 | CCQ005 | Question “Now, we would like to ask about child care arrangements. First, we would like to ask you about all the child care {CHILD} now receives on a regular basis. This includes child care with relatives, nonrelatives, day care centers, or before- or after-school programs at a school or in a center. This does not include care provided by parents and guardians, or occasional babysitting or back-up care providers.” “Is {CHILD} now receiving child care on a regular basis including care provided before or after school?” ---- 1. Yes 2. No |
Participation in ECE, by type of arrangement (e.g., relative; non-relative; and center-based) | P-RQ1, P-RQ2, P-RQ3 | Yes | Added transition text to the section. | ||
| CCQ006 | Question “Is {CHILD} now receiving child care on a regular basis? Please select all that apply.” ---- 1. From a relative (for example, grandparents, siblings, or any relatives other than{you/{CHILD}'s {parents/guardians}})? Do not include care from parents or guardians, even if they do not live with {CHILD}. 2. From someone not related to {him/her/them}, within a private home (for example, family or in- home child care providers, regular sitters, or neighbors)? This does not include child care centers. 3. Within a day care center or a before- or after- school program at a school or non-school setting. |
Participation in ECE, by type of arrangement (e.g., relative; non-relative; and center-based) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s),number of hours, and cost of care in a more straightforward question series then before (the prior series looped through types of care). | |||||||
| CCQ007 | Question "How many hours per week in total is {CHILD} in child care on a regular basis, including care provided before or after school?" --- [enter number of hours] |
Participation in ECE, by type of arrangement (e.g., relative; non-relative; and center-based) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s),number of hours, and cost of care in a more straightforward question series then before (the prior series looped through types of care). | |||||||
| CCQ008 | Question "In what setting does {CHILD} spend the most hours?' --- [show the settings that the respondent indicated in CCQ006] |
Participation in ECE, by type of arrangement (e.g., relative; non-relative; and center-based) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s),number of hours, and cost of care in a more straightforward question series then before (the prior series looped through types of care). | |||||||
| CCQ009a | During the school year, how much does your household pay on average per month for {CHILD}’s child care received on a regular basis? Please do not count any money that you may receive from others to help pay for child care and only consider the amount paid for {CHILD}. --- $_ _ _ _ _ |
Participation in ECE, by type of arrangement (e.g., relative; non-relative; and center-based) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s),number of hours, and cost of care in a more straightforward question series then before (the prior series looped through types of care). | |||||||
| CCQ009b | During the summer (when school is not in session), how much does your household pay on average per month for {CHILD}’s child care received on a regular basis? Please do not count any money that you may receive from others to help pay for child care and only consider the amount paid for {CHILD}. --- $_ _ _ _ _ ___ {CHILD} not in child care on a regular basis during the summer (when school is not in session) |
Participation in ECE, by type of arrangement (e.g., relative; non-relative; and center-based) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s),number of hours, and cost of care in a more straightforward question series then before (the prior series looped through types of care). | |||||||
| CCQ | CCQ010 | Question "Is {CHILD} now receiving care from a relative on a regular basis including care provided before or after school? This may include care provided by grandparents, brothers and sisters, or any relatives other than {you/{CHILD}'s {parents/guardians}}. _x000D_ _x000D_ InstResp “Do not include care from parents or guardians, even if they do not live with {CHILD}.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in ECE, by type of arrangement (relative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ060 | Question “How many different regular care arrangements do you currently have with relatives?”_x000D_ _x000D_ InstResp "Please do not include care from a parent or guardian who lives in the home or elsewhere.”_x000D_ ----_x000D_ 1. One_x000D_ 2. Two_x000D_ 3. Three_x000D_ 4. Four_x000D_ 5. Five or more_x000D_ |
Number of ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ065 | Question "{We'd like to know more about the relative who provides the most care for {CHILD} now.} Who is the relative who cares for {CHILD}?" _x000D_ _x000D_ InstResp "Please do not include care from a parent or guardian who lives in the home or elsewhere.”_x000D_ ----_x000D_ 1. Grandparent_x000D_ 2. Aunt_x000D_ 3. Uncle_x000D_ 4. Brother_x000D_ 5. Sister_x000D_ 6. Another relative_x000D_ |
Participation in ECE, by type of arrangement (relative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ070 | Question "Is the care provided by {{CHILD}'s {RELATIVE}/ that relative} in your home or another home?”_x000D_ ----_x000D_ 1. Own home_x000D_ 2. Other home_x000D_ 3. Both/Varies_x000D_ |
Participation in ECE, by type of arrangement (relative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ075 | Question "Does {CHILD} receive that care before school, after school, or on weekends?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Before school_x000D_ 2. After school_x000D_ 3. Weekends_x000D_ |
Participation in ECE, by type of arrangement (relative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ085 | Question "How many days each week does {CHILD} receive care from {{his/her} {RELATIVE}/that relative}?” _x000D_ _x000D_ InstResp “If the schedule changes, answer based on the schedule kept most often.”_x000D_ _x000D_ “Watermark “Days per week" |
Time the child spends in ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ090 | Question "How many hours each week does {CHILD} receive care from {{his/her} {RELATIVE}/that relative}?”_x000D_ _x000D_ InstResp “Please round to the nearest hour._x000D_ _x000D_ If the schedule changes, answer based on the schedule kept most often.”_x000D_ _x000D_ Watermark “Hours per week” |
Time the child spends in ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ092 | Question "Is there any charge or fee for the care {CHILD} receives from {{his/her} {RELATIVE}/that relative}, paid either by you or someone else?”_x000D_ _x000D_ InstResp “Please only think about the relative who provides the most care for {CHILD}.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Payment for current ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ093 | Question "Do any of the following people or organizations help to pay for {{his/her} {RELATIVE}/that relative} to care for {CHILD}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. A relative of {CHILD} outside your household who provides money specifically for that care_x000D_ 2. Temporary Assistance for Needy Families, or TANF_x000D_ 3. Another social service or welfare agency_x000D_ 4. An employer_x000D_ 5. No one else helps to pay for this_x000D_ 91. Someone else (Please specify):_x000D_ |
Payment for current ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ093OS | Other specify for payment for current ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | |||||||
| CCQ | CCQ094 | Question "How much does your household pay for {CHILD}’s {RELATIVE}/that relative} to care for {him/her}, not counting any money that you may receive from others to help pay for care?”_x000D_ _x000D_ InstrResp “Round to the nearest dollar. Enter the amount you pay here and then whether that is per hour, per week, etc."_x000D_ _x000D_ Pre-unit “Dollars:”_x000D_ _x000D_ Watermark “Enter number” |
Payment for current ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ095 | Pre-unit “Unit:”_x000D_ ----_x000D_ 1. Per hour_x000D_ 2. Per day_x000D_ 3. Per week_x000D_ 4. Every two weeks_x000D_ 5. Per month_x000D_ 6. Per year_x000D_ 91. Other (Please specify):_x000D_ |
Payment for current ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ095OS | Other specify for payment for current ECE arrangements unit (relative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | |||||||
| CCQ | CCQ096 | Question "How many children is this amount for, including {CHILD}?”_x000D_ ----_x000D_ 1. {CHILD} only_x000D_ 2. {CHILD} + 1 more (2 total)_x000D_ 3. {CHILD} + 2 more (3 total)_x000D_ 4. {CHILD} + 3 or more (4 or more total)_x000D_ |
Payment for current ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| Participation in ECE | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | |||||||||
| CCQ | CCQ110 | Question "You said that {CHILD} was cared for by {NUMBER} other {relatives/relative} on a regular basis. How many hours each week does {CHILD} receive care from {these/this} other {relatives/relative}?” _x000D_ _x000D_ InstResp “Please round to the nearest hour.”_x000D_ _x000D_ Pre-unit "Hours:"_x000D_ _x000D_ Watermark “Hours per week” |
Time the child spends in ECE arrangements (relative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| Participation in ECE | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | |||||||||
| Participation in ECE | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | |||||||||
| Participation in ECE | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | |||||||||
| CCQ | CCQ115 | Question "{Now we'd like to ask you about any care {CHILD} receives from nonrelatives in a private home, not including child care centers.} Is {CHILD} now receiving care in a private home on a regular basis from someone who is not related to {him/her} (including care provided before or after school)? This includes home child care providers, regular sitters or neighbors. {It does not include child care centers.} "_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in ECE, by type of arrangement (nonrelative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ165 | Question "How many different regular care arrangements do you currently have with nonrelatives?”_x000D_ ----_x000D_ 1. One_x000D_ 2. Two_x000D_ 3. Three_x000D_ 4. Four_x000D_ 5. Five or more_x000D_ |
Number of ECE arrangements, by type of arrangement (eg, nonrelative nonnonrelative center-based) (nonrelative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ170 | Question "{We’d like to know more about the nonrelative who provides the most care for {CHILD} now.} Is that care provided in your home or another home?”_x000D_ ----_x000D_ 1. Own home_x000D_ 2. Other home_x000D_ 3. Both/Varies_x000D_ |
Participation in ECE, by type of arrangement (nonrelative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ175 | Question "Does {CHILD} receive that care before school, after school, or on weekends?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Before school_x000D_ 2. After school_x000D_ 3. Weekends_x000D_ |
Participation in ECE, by type of arrangement (nonrelative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ185 | Question "How many days each week does {CHILD} receive care from that person?”_x000D_ _x000D_ InstResp “If the schedule changes, answer based on the schedule kept most often.”_x000D_ _x000D_ Watermark “Days per week” |
Time the child spent in ECE arrangements (nonrelative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ190 | Question "How many hours each week does {CHILD} receive care from that person?_x000D_ _x000D_ Hours:"_x000D_ _x000D_ InstResp “Please round to the nearest hour."_x000D_ _x000D_ If the schedule changes, answer based on the schedule kept most often.”_x000D_ _x000D_ Watermark “Hours per week” |
Time the child spent in ECE arrangements (nonrelative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ192 | Question "Is there any charge or fee for the care {CHILD} receives from this nonrelative, paid either by you or someone else?”_x000D_ _x000D_ InstResp “Please only think about the nonrelative who provides the most care for {CHILD}.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Payment for current ECE arrangements (nonrelative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ193 | Question "Do any of the following people or organizations help to pay for this nonrelative to care for {CHILD}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. A relative of {CHILD} outside your household who provides money specifically for that care_x000D_ 2. Temporary Assistance for Needy Families, or TANF_x000D_ 3. Another social service or welfare agency_x000D_ 4. An employer_x000D_ 5. No one else helps to pay for this_x000D_ 91. Someone else (Please specify):_x000D_ |
Payment for current ECE arrangements (nonrelative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ193OS | Other specify for payment for current ECE arrangements (nonrelative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | |||||||
| CCQ | CCQ194 | Question "How much does your household pay this person to care for {CHILD}, not counting any money that you may receive from others to help pay for care?”_x000D_ _x000D_ InstrResp “Round to the nearest dollar. Enter the amount you pay here and then whether that is per hour, per week, etc."_x000D_ _x000D_ Pre-unit “Dollars:”_x000D_ _x000D_ Watermark “Enter number” |
Payment for current ECE arrangements (nonrelative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ195 | Pre-unit “Unit:”_x000D_ ----_x000D_ 1. Per hour_x000D_ 2. Per day_x000D_ 3. Per week_x000D_ 4. Every two weeks_x000D_ 5. Per month_x000D_ 6. Per year_x000D_ 91. Other (Please specify):_x000D_ |
Payment for current ECE arrangements (nonrelative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ195OS | Other specify for payment for current ECE arrangements unit (nonrelative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | |||||||
| CCQ | CCQ196 | Question "How many children is this amount for, including {CHILD}?”_x000D_ ----_x000D_ 1. {CHILD} only_x000D_ 2. {CHILD} + 1 more (2 total)_x000D_ 3. {CHILD} + 2 more (3 total)_x000D_ 4. {CHILD} + 3 or more (4 or more total)_x000D_ |
Payment for current ECE arrangements (nonrelative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| Participation in ECE | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | |||||||||
| CCQ | CCQ205 | Question "You said that {CHILD} was cared for by {NUMBER} other {nonrelative/nonrelatives} on a regular basis in a private home. How many hours each week does {CHILD} receive care from {this nonrelative/these nonrelatives}?”_x000D_ _x000D_ InstResp "Please round to the nearest hour."_x000D_ _x000D_ Pre-unit "Hours:"_x000D_ _x000D_ Watermark “Hours per week” |
Time the child spends in ECE arrangements (nonrelative) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| Participation in ECE | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | |||||||||
| Participation in ECE | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | |||||||||
| Participation in ECE | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | |||||||||
| Participation in ECE | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | |||||||||
| CCQ | CCQ260 | Question “{The next questions are about any care {CHILD} receives from day care centers or before- or after-school programs.} Is {CHILD} now attending a day care center or a before- or after-school program at a school or in a center on a regular basis?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in ECE, by type of arrangement (center) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ325 | Question “How many different day care centers or before- or after-school care programs does {CHILD} currently go to on a regular basis?”_x000D_ ----_x000D_ 1. One_x000D_ 2. Two_x000D_ 3. Three_x000D_ 4. Four_x000D_ 5. Five or more_x000D_ |
Number of ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ330 | Question "{The next questions are about the program where {CHILD} spends the most time now.} Is that program located in the school {CHILD} attends?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in ECE, by type of arrangement (center) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| Participation in ECE | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | |||||||||
| Participation in ECE | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | |||||||||
| CCQ | CCQ335 | Question "Does {CHILD} go to that program before school, after school, or on weekends?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Before school_x000D_ 2. After school_x000D_ 3. Weekends_x000D_ |
Participation in ECE, by type of arrangement (center) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| Participation in ECE | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | |||||||||
| CCQ | CCQ350 | Question "How many days each week does {CHILD} go to that program?”_x000D_ _x000D_ InstResp “If {CHILD} receives care from more than one program, answer for the arrangement where the most time is spent. _x000D_ _x000D_ If the schedule changes, answer for the arrangement where the most time is spent.”_x000D_ _x000D_ Days:"_x000D_ _x000D_ Watermark "Days per week" |
Time the child spent/spends in ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| Participation in ECE | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | |||||||||
| CCQ | CCQ355 | Question "Other than regular school hours, how many hours each week does {CHILD} go to that program?”_x000D_ _x000D_ InstResp “Please round to the nearest hour._x000D_ _x000D_ If {CHILD} receives care from more than one program, answer for the arrangement where the most time is spent. _x000D_ _x000D_ If the schedule changes, answer for the arrangement where the most time is spent.” _x000D_ _x000D_ Pre-unit "Hours:" _x000D_ _x000D_ Watermark "Hours per week" |
Time the child spent/spends in ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ365 | Question "Is there any charge or fee for that program, paid either by you or someone else?”_x000D_ _x000D_ InstResp “Please only think about the program that provides the most care for {CHILD}.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Payment for current ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ370 | Question "Do any of the following people or organizations help to pay for {CHILD} to go to that program?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. A relative of {CHILD} outside your household who provides money specifically for that care_x000D_ 2. Temporary Assistance for Needy Families, or TANF_x000D_ 3. Another social service or welfare agency_x000D_ 4. An employer_x000D_ 5. No one else helps to pay for this_x000D_ 91. Someone else (Please specify):_x000D_ |
Payment for current ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ370OS | Other specify for payment for current ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | |||||||
| CCQ | CCQ371 | Question "How much does your household pay for {CHILD} to go to that program, not counting any money that you may receive from others to help pay for care?”_x000D_ _x000D_ InstrResp “Round to the nearest dollar. Enter the amount you pay here and then whether that is per hour, per week, etc."_x000D_ _x000D_ Pre-unit “Dollars:”_x000D_ _x000D_ Watermark “Enter number” |
Payment for current ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ372 | Pre-unit “Unit:”_x000D_ ----_x000D_ 1. Per hour_x000D_ 2. Per day_x000D_ 3. Per week_x000D_ 4. Every two weeks_x000D_ 5. Per month_x000D_ 6. Per year_x000D_ 91. Other (Please specify):_x000D_ |
Payment for current ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ372OS | Other specify payment for current ECE arrangements unit (center) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | |||||||
| CCQ | CCQ373 | Question "How many children is this amount for, including {CHILD}?”_x000D_ ----_x000D_ 1. {CHILD} only_x000D_ 2. {CHILD} + 1 more (2 total)_x000D_ 3. {CHILD} + 2 more (3 total)_x000D_ 4. {CHILD} + 3 or more (4 or more total)_x000D_ |
Payment for current ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| CCQ | CCQ375 | Question "You said that {CHILD} attended {NUMBER} other day care {center/centers} or before- or after-school {program/programs} on a regular basis. How many hours each week does {CHILD} attend {this program/these programs}?”_x000D_ _x000D_ InstResp “Please round to the nearest hour.”_x000D_ _x000D_ Pre-unit "Hours:"_x000D_ _x000D_ Watermark “Hours per week” |
Time the child spent/spends in ECE arrangements (center) | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | ||||||
| Participation in ECE | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | |||||||||
| Participation in ECE | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | |||||||||
| Participation in ECE | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | |||||||||
| Participation in ECE | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | |||||||||
| Participation in ECE | P-RQ1, P-RQ2, P-RQ3 | Yes | Simplified the early care and education section to focus on receiving care, setting(s), and number of hours in a more straightforward question series then before (the prior series looped through types of care). | |||||||||
| DWQ | DWQ040 | Question “For the next set of statements, please select whether each statement is completely true, mostly true, somewhat true, or not at all true._x000D_ _x000D_ Being a parent is harder than I thought it would be.”_x000D_ ----_x000D_ 1. Completely true_x000D_ 2. Mostly true_x000D_ 3. Somewhat true_x000D_ 4. Not at all true_x000D_ |
Parenting stress | P-RQ2, P-RQ5 | Yes | Dropped due to concerns about social desirability bias. | ||||||
| DWQ | DWQ045 | Question “{CHILD} does things that really bother me.”_x000D_ ----_x000D_ 1. Completely true_x000D_ 2. Mostly true_x000D_ 3. Somewhat true_x000D_ 4. Not at all true_x000D_ |
Parenting stress | P-RQ2, P-RQ5 | Yes | Dropped due to concerns about social desirability bias. | ||||||
| DWQ | DWQ050 | Question “I find myself giving up more of my life to meet {CHILD}'s needs than I ever expected.”_x000D_ ----_x000D_ 1. Completely true_x000D_ 2. Mostly true_x000D_ 3. Somewhat true_x000D_ 4. Not at all true_x000D_ |
Parenting stress | P-RQ2, P-RQ5 | Yes | Dropped due to concerns about social desirability bias. | ||||||
| DWQ | DWQ060 | Question “I often feel angry with {CHILD}.”_x000D_ ----_x000D_ 1. Completely true_x000D_ 2. Mostly true_x000D_ 3. Somewhat true_x000D_ 4. Not at all true_x000D_ |
Parenting stress | P-RQ2, P-RQ5 | Yes | Dropped due to concerns about social desirability bias. | ||||||
| DWQ | DWQ070a | Question “Now, please consider how often each of these following statements are true for you._x000D_ _x000D_ Even if I am really busy, I make time to listen to {CHILD}.”_x000D_ ----_x000D_ 1. Never true_x000D_ 2. Sometimes true_x000D_ 3. Often true_x000D_ 4. Very often true_x000D_ |
Parent-child communication | P-RQ2, P-RQ5 | Yes | Dropped due to concerns about social desirability bias. | ||||||
| DWQ | DWQ070b | Question “I discourage {CHILD} from talking about {his/her} worries because it upsets {him/her}.”_x000D_ ----_x000D_ 1. Never true_x000D_ 2. Sometimes true_x000D_ 3. Often true_x000D_ 4. Very often true_x000D_ |
Parent-child communication | P-RQ2, P-RQ5 | Yes | Dropped due to concerns about social desirability bias. | ||||||
| DWQ | DWQ070c | Question “I encourage {CHILD} to talk about {his/her} troubles.”_x000D_ ----_x000D_ 1. Never true_x000D_ 2. Sometimes true_x000D_ 3. Often true_x000D_ 4. Very often true_x000D_ |
Parent-child communication | P-RQ2, P-RQ5 | Yes | Dropped due to concerns about social desirability bias. | ||||||
| DWQ | DWQ070d | Question “I encourage {CHILD} to tell me about {his/her} friends and activities.”_x000D_ ----_x000D_ 1. Never true_x000D_ 2. Sometimes true_x000D_ 3. Often true_x000D_ 4. Very often true_x000D_ |
Parent-child communication | P-RQ2, P-RQ5 | Yes | Dropped due to concerns about social desirability bias. | ||||||
| DWQ | DWQ070e | Question “I encourage {CHILD} to express {his/her} opinions.”_x000D_ ----_x000D_ 1. Never true_x000D_ 2. Sometimes true_x000D_ 3. Often true_x000D_ 4. Very often true_x000D_ |
Parent-child communication | P-RQ2, P-RQ5 | Yes | Dropped due to concerns about social desirability bias. | ||||||
| DWQ | DWQ070f | Question “When I lose my patience with {CHILD}’s questions and demands, I just don’t listen to {CHILD} anymore.”_x000D_ ----_x000D_ 1. Never true_x000D_ 2. Sometimes true_x000D_ 3. Often true_x000D_ 4. Very often true_x000D_ |
Parent-child communication | P-RQ2, P-RQ5 | Yes | Dropped due to concerns about social desirability bias. | ||||||
| DWQ | DWQ077a | Question “The following are a number of statements about your family. Please select how often it typically occurs in your home._x000D_ _x000D_ You threaten to punish {CHILD} and then do not actually punish {him/her}.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Almost never_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Always_x000D_ |
Inconsistent discipline | P-RQ2, P-RQ5 | Yes | Dropped due to concerns about items being sensitive and prioritizing other constructs. | ||||||
| DWQ | DWQ077b | Question “{CHILD} talks you out of being punished after {he/she} has done something wrong.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Almost never_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Always_x000D_ |
Inconsistent discipline | P-RQ2, P-RQ5 | Yes | Dropped due to concerns about items being sensitive and prioritizing other constructs. | ||||||
| DWQ | DWQ077c | Question “You let {CHILD} out of a punishment early, like lift restrictions earlier than you originally said.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Almost never_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Always_x000D_ |
Inconsistent discipline | P-RQ2, P-RQ5 | Yes | Dropped due to concerns about items being sensitive and prioritizing other constructs. | ||||||
| CHQ | CHQ010 | Question “Now we would like to ask about {CHILD}’s health and well-being._x000D_ _x000D_ How long has it been since {CHILD}'s last visit to a dentist or dental hygienist for dental care?”_x000D_ ----_x000D_ 1. Never been to dentist or dental hygienist for dental care_x000D_ 2. Less than 6 months_x000D_ 3. 6 months to less than 1 year_x000D_ 4. 1 year to 2 years_x000D_ 5. More than 2 years_x000D_ |
Routine health and dental care | P-RQ2 | CHQ010 | Question “Now we would like to ask about {CHILD}’s health and well-being._x000D_ _x000D_ How long has it been since {CHILD}'s last visit to a dentist or dental hygienist for dental care?”_x000D_ ----_x000D_ 1. Never been to dentist or dental hygienist for dental care_x000D_ 2. Less than 6 months_x000D_ 3. 6 months to less than 1 year_x000D_ 4. 1 year to 2 years_x000D_ 5. More than 2 years_x000D_ |
Routine health and dental care | P-RQ2 | ||||
| CHQ | CHQ020 | Question “How long has it been since {CHILD}'s last visit to a clinic, health center, hospital, doctor's office, or other place for routine health care?”_x000D_ _x000D_ InstResp “Routine health care may include check-ups or immunization appointments.”_x000D_ ----_x000D_ 1. Never had routine health care_x000D_ 2. Less than 6 months_x000D_ 3. 6 months to less than 1 year_x000D_ 4. 1 year to 2 years_x000D_ 5. More than 2 years_x000D_ |
Routine health and dental care | P-RQ2 | CHQ020 | Question “How long has it been since {CHILD}'s last visit to a clinic, health center, hospital, doctor's office, or other place for routine health care?”_x000D_ _x000D_ ----_x000D_ 1. Never had routine health care_x000D_ 2. Less than 6 months_x000D_ 3. 6 months to less than 1 year_x000D_ 4. 1 year to 2 years_x000D_ 5. More than 2 years_x000D_ |
Routine health and dental care | P-RQ2 | Yes | Revised to include interview instruction in question text. | ||
| CHQ | CHQ020b | Question "Has {CHILD} ever had an ear infection?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ear infection history | P-RQ2 | Yes | NIDCD (the cosponsoring agency on hearing) agreed that these do not need to be asked again until third grade. | ||||||
| CHQ | CHQ020c | Question "Has {CHILD} ever had an ear ache?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ear infection history | P-RQ2 | Yes | NIDCD (the cosponsoring agency on hearing) agreed that these do not need to be asked again until third grade. | ||||||
| CHQ | CHQ020d | Question "How old was {CHILD} when {he/she} had {his/her} first {ear infection/ear ache}?_x000D_ _x000D_ Years:"_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Watermark “Enter age in years” |
Ear infection history | P-RQ2 | Yes | NIDCD (the cosponsoring agency on hearing) agreed that these do not need to be asked again until third grade. | ||||||
| CHQ | CHQ020e | Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter age in months” |
Ear infection history | P-RQ2 | Yes | NIDCD (the cosponsoring agency on hearing) agreed that these do not need to be asked again until third grade. | ||||||
| CHQ | CHQ020f | Question "Was {CHILD} less than 2 years old when {he/she} had {his/her} first {ear infection/ear ache}?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ear infection history | P-RQ2 | Yes | NIDCD (the cosponsoring agency on hearing) agreed that these do not need to be asked again until third grade. | ||||||
| CHQ | CHQ021 | Question “Has {CHILD} had an ear infection since last spring?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ear infections since kindergarten | P-RQ2 | Yes | NIDCD (the cosponsoring agency on hearing) agreed that these do not need to be asked again until third grade. | ||||||
| CHQ | CHQ022 | Question “Has {CHILD} had an ear ache since last spring?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ear infections since kindergarten | P-RQ2 | Yes | NIDCD (the cosponsoring agency on hearing) agreed that these do not need to be asked again until third grade. | ||||||
| CHQ | CHQ023 | Question “Since last spring, how many times did a doctor, nurse, or other medical professional tell you that {CHILD} had an ear infection?”_x000D_ _x000D_ Pre-unit “Times:”_x000D_ _x000D_ Watermark “Number of times” |
Ear infections since kindergarten | P-RQ2 | Yes | NIDCD (the cosponsoring agency on hearing) agreed that these do not need to be asked again until third grade. | ||||||
| CHQ | CHQ024 | Question “How have {CHILD}’s {ear infections/ear aches} been treated by your doctor, nurse, or other medical professional since last spring?” _x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. No treatment/watch and wait_x000D_ 2. Decongestants, antihistamines, or allergy medication_x000D_ 3. Antibiotics_x000D_ 4. Ear tubes were put into {CHILD}’s ears_x000D_ 5. Analgesics (for example, fever reducer or pain reliever)_x000D_ 6. Ear drops_x000D_ 7. Flushing the ear, irrigation, or taking out ear wax_x000D_ 8. Took out tonsils or adenoids_x000D_ 9. Chiropractic treatments_x000D_ 10. {CHILD} did not go to doctor, nurse, or medical professional_x000D_ 91. Other (Please specify):_x000D_ |
Treatments used for ear infections | P-RQ2 | Yes | NIDCD (the cosponsoring agency on hearing) agreed that these do not need to be asked again until third grade. | ||||||
| CHQ | CHQ024OS | Other specify for treatments used for ear infections | P-RQ2 | Yes | NIDCD (the cosponsoring agency on hearing) agreed that these do not need to be asked again until third grade. | |||||||
| CHQ | CHQ025 | Question “Have ear tubes been placed in the right ear, left ear, or both ears when {CHILD} has had surgery to place tubes in {his/her} ears?” _x000D_ _x000D_ InstResp “Please consider all surgeries since last spring if {CHILD} had more than one to place ear tubes.”_x000D_ ----_x000D_ 1. Right ear_x000D_ 2. Left ear_x000D_ 3. Both ears_x000D_ |
Treatments used for ear infections | P-RQ2 | Yes | NIDCD (the cosponsoring agency on hearing) agreed that these do not need to be asked again until third grade. | ||||||
| CHQ | CHQ026 | Question “Has a doctor, nurse, or other medical professional ever told you that {CHILD} has asthma?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Asthma | P-RQ2 | CHQ026 | Question “Has a doctor, nurse, or other medical professional ever told you that {CHILD} has asthma?” ---- 1. Yes 2. No |
Asthma | P-RQ2 | ||||
| CHQ | CHQ027 | Question “Does {he/she} receive treatment for this condition?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Asthma | P-RQ2 | CHQ027 | Question “Does {CHILD} receive treatment for this condition?” ---- 1. Yes 2. No |
Asthma | P-RQ2 | ||||
| CHQ | CHQ030 | Question “Is {CHILD} now covered by a health insurance plan which would pay any part of a hospital, doctor's, or surgeon's bill?”_x000D_ _x000D_ InstResp “This includes {Medicaid/ {or STATE NAME FOR MEDICAID}}.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Health insurance coverage | P-RQ2 | CHQ030 | Question “Is {CHILD} now covered by a health insurance plan which would pay any part of a hospital, doctor's, or surgeon's bill? This includes {Medicaid/{or STATE NAME FOR MEDICAID}}.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Health insurance coverage | P-RQ2 | Yes | Revised to include interview instruction in question text. | ||
| CHQ | CHQ060 | Question “In a typical week, on how many days does {CHILD} get exercise that causes rapid breathing, perspiration, and a rapid heartbeat for 20 continuous minutes or more?”_x000D_ _x000D_ Pre-unit “Days”_x000D_ _x000D_ Watermark “Number of days” |
Exercise/physical activities | P-RQ2 | CHQ060 | Question “In a typical week, on how many days does {CHILD} get exercise that causes rapid breathing, perspiration, and a rapid heartbeat for 20 continuous minutes or more?”_x000D_ _x000D_ Pre-unit “Days”_x000D_ _x000D_ Watermark “Number of days” |
Exercise/physical activities | P-RQ2 | ||||
| CHQ | CHQ086 | Question “How tall is {CHILD} without shoes?” _x000D_ _x000D_ InstResp “Your best guess is fine.”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Answer in feet and inches_x000D_ 2. Answer in meters and centimeters_x000D_ DON'T KNOW |
Parent report of child’s height and weight | P-RQ2 | Yes | Dropped, parents are poor reporters of this information. | ||||||
| CHQ | CHQ086a | Question “Please answer for how tall {CHILD} is in feet and inches without shoes. _x000D_ _x000D_ Unit "and"_x000D_ _x000D_ Watermark: “Enter feet” |
Parent report of child’s height and weight | P-RQ2 | Yes | Dropped, parents are poor reporters of this information. | ||||||
| CHQ | CHQ086b | Watermark “Enter inches” | Parent report of child’s height and weight | P-RQ2 | Yes | Dropped, parents are poor reporters of this information. | ||||||
| CHQ | CHQ086c | Question “Please answer for how tall {CHILD} is in meters and centimeters without shoes.”_x000D_ _x000D_ Unit “and”_x000D_ _x000D_ Watermark “Enter meters” |
Parent report of child’s height and weight | P-RQ2 | Yes | Dropped, parents are poor reporters of this information. | ||||||
| CHQ | CHQ086d | Watermark “Enter centimeters” | Parent report of child’s height and weight | P-RQ2 | Yes | Dropped, parents are poor reporters of this information. | ||||||
| CHQ | CHQ087 | Question “How much does {CHILD} weigh without shoes?”_x000D_ _x000D_ InstResp “Your best guess is fine.”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Answer in pounds_x000D_ 2. Answer in kilograms_x000D_ DON'T KNOW |
Parent report of child’s height and weight | P-RQ2 | Yes | Dropped, parents are poor reporters of this information. | ||||||
| CHQ | CHQ087a | Question “Please answer for how much {CHILD} weighs in pounds without shoes.”_x000D_ _x000D_ Watermark: “Enter pounds” |
Parent report of child’s height and weight | P-RQ2 | Yes | Dropped, parents are poor reporters of this information. | ||||||
| CHQ | CHQ087b | Question “Please answer for how much {CHILD} weighs in kilograms without shoes._x000D_ _x000D_ Watermark: “Enter kilograms” |
Parent report of child’s height and weight | P-RQ2 | Yes | Dropped, parents are poor reporters of this information. | ||||||
| CHQ | CHQ092 | Question “Before {CHILD} turned 3, did {he/she} ever receive services from a program called Early Intervention Services or have an Individualized Family Service Plan, or IFSP?”_x000D_ _x000D_ InstResp “Early Intervention Services are services to a family with a child who has been identified as having a developmental delay and/or a specific health condition when the child is between birth and age 3. An Individualized Family Service Plan or IFSP is a plan developed to support children and families involved in early intervention (birth to age 3).”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
History of receiving early intervention | P-RQ1, P-RQ2 | CHQ092 | Question “Before {CHILD} turned 3, did {he/she/they} ever receive services from a program called Early Intervention Services or have an Individualized Family Service Plan, or IFSP?” InstResp “Early Intervention Services are services to a family with a child who has been identified as having a developmental delay and/or a specific health condition when the child is between birth and age 3. An Individualized Family Service Plan or IFSP is a plan developed to support children and families involved in early intervention (birth to age 3).” ---- 1. Yes 2. No |
History of receiving early intervention | P-RQ1, P-RQ2 | ||||
| CHQ | CHQ092a | Question "Is {CHILD} currently receiving services from a program called Early Intervention Services or have an Individualized Family Service Plan (IFSP)?"_x000D_ _x000D_ InstResp “Early Intervention Services are services to a family with a child who has been identified as having a developmental delay and/or a specific health condition when the child is between birth and age 3. An Individualized Family Service Plan or IFSP is a plan developed to support children and families involved in early intervention (birth up to age 3).”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Current receipt of services through an IFSP, IEP, or 504 plan | P-RQ1, P-RQ2 | CHQ092a | Question "Is {CHILD} currently receiving services from a program called Early Intervention Services or have an Individualized Family Service Plan (IFSP)?" InstResp “Early Intervention Services are services to a family with a child who has been identified as having a developmental delay and/or a specific health condition when the child is between birth and age 3. An Individualized Family Service Plan or IFSP is a plan developed to support children and families involved in early intervention (birth up to age 3).” ---- 1. Yes 2. No |
Current receipt of services through an IFSP, IEP, or 504 plan | P-RQ1, P-RQ2 | ||||
| CHQ | CHQ093 | Question "Has {CHILD} ever received any services through an Individualized Education Program (IEP)?"_x000D_ _x000D_ InstResp “An Individualized Education Program (IEP) is a plan for children age 3 or older identified as needing special education and related services.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
History of receiving early intervention | P-RQ1, P-RQ2 | CHQ093 | Question "Has {CHILD} ever received any services through an Individualized Education Program (IEP)?" InstResp “An Individualized Education Program (IEP) is a plan for children age 3 or older identified as needing special education and related services.” ---- 1. Yes 2. No |
History of receiving early intervention | P-RQ1, P-RQ2 | ||||
| CHQ | CHQ093a | Question "Is {CHILD} currently receiving any services through an Individualized Education Program (IEP)?"_x000D_ _x000D_ InstResp "An Individualized Education Program (IEP) is a plan for children age 3 or older identified as needing special education and related services.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Current receipt of services through an IFSP, IEP, or 504 plan | P-RQ1, P-RQ2 | CHQ093a | Question "Is {CHILD} currently receiving any services through an Individualized Education Program (IEP)?" InstResp "An Individualized Education Program (IEP) is a plan for children age 3 or older identified as needing special education and related services.” ---- 1. Yes 2. No |
Current receipt of services through an IFSP, IEP, or 504 plan | P-RQ1, P-RQ2 | ||||
| CHQ | CHQ094 | Question "Has {CHILD} ever received any services through a 504 plan?"_x000D_ _x000D_ InstResp "A 504 plan is a formal plan schools use to provide accommodations to children with disabilities. A 504 plan does not include individualized instruction, and children do not have to qualify for special education services to be eligible for a 504 plan.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
History of receiving early intervention | P-RQ1, P-RQ2 | CHQ094 | Question "Has {CHILD} ever received any services through a 504 plan?" InstResp "A 504 plan is a formal plan schools use to provide accommodations to children with disabilities. A 504 plan does not include individualized instruction, and children do not have to qualify for special education services to be eligible for a 504 plan.” ---- 1. Yes 2. No |
History of receiving early intervention | P-RQ1, P-RQ2 | ||||
| CHQ | CHQ094a | Question "Is {CHILD} currently receiving any services through a 504 plan?"_x000D_ _x000D_ InstResp "A 504 plan is a formal plan schools use to provide accommodations to children with disabilities. A 504 plan does not include individualized instruction, and children do not have to qualify for special education services to be eligible for a 504 plan.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Current receipt of services through an IFSP, IEP, or 504 plan | P-RQ1, P-RQ2 | CHQ094a | Question "Is {CHILD} currently receiving any services through a 504 plan?" InstResp "A 504 plan is a formal plan schools use to provide accommodations to children with disabilities. A 504 plan does not include individualized instruction, and children do not have to qualify for special education services to be eligible for a 504 plan.” ---- 1. Yes 2. No |
Current receipt of services through an IFSP, IEP, or 504 plan | P-RQ1, P-RQ2 | ||||
| CHQ | CHQ095 | Question “For the next set of questions, please base your answer on how {CHILD} compares to other children of the same age. _x000D_ _x000D_ {CHILD} is independent and takes care of {himself/herself} ...”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Child’s independence and ability to take care of him/herself | P-RQ2 | Yes | Similar to approach in kindergarten, combining this basic information into CHQ125. | ||||||
| CHQ | CHQ100 | Question “{CHILD} pays attention …”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Behavioral and attention problems | P-RQ2 | Yes | Similar to approach in kindergarten, combining this basic information into CHQ125. | ||||||
| CHQ | CHQ105 | Question “{CHILD} learns, thinks, and solves problems …”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Learning problems | P-RQ2 | Yes | Similar to approach in kindergarten, combining this basic information into CHQ125. | ||||||
| CHQ | CHQ106 | Question “{CHILD} shows good coordination in moving {his/her} arms and legs…”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Coordination problems | P-RQ2 | Yes | Similar to approach in kindergarten, combining this basic information into CHQ125. | ||||||
| CHQ | CHQ107 | Question “{CHILD} behaves and relates to other children…”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Behavioral and attention problems | P-RQ2, P-RQ5 | Yes | Similar to approach in kindergarten, combining this basic information into CHQ125. | ||||||
| CHQ | CHQ108 | Question “{CHILD} behaves and relates to adults ...”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Behavioral and attention problems | P-RQ2, P-RQ5 | Yes | Similar to approach in kindergarten, combining this basic information into CHQ125. | ||||||
| CHQ | CHQ109 | Question “Thinking about {CHILD}'s overall activity level, would you say {he/she} is …”_x000D_ ----_x000D_ 1. Less active than other children of {his/her} age?_x000D_ 2. About as active?_x000D_ 3. Slightly more active?_x000D_ 4. A lot more active than other children of {his/her} age?_x000D_ |
Activity level | P-RQ2, P-RQ5 | Yes | Similar to approach in kindergarten, combining this basic information into CHQ125. | ||||||
| CHQ | CHQ110 | Question “Does {CHILD} have any emotional or psychological difficulties?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Emotional or psychological difficulties | P-RQ2, P-RQ5 | Yes | Similar to approach in kindergarten, combining this basic information into CHQ125. | ||||||
| CHQ | CHQ111 | Question “Do you think {CHILD}’s emotional or psychological difficulties are a mild problem, a moderate problem, or a severe problem?”_x000D_ ----_x000D_ 1. Mild problem_x000D_ 2. Moderate problem_x000D_ 3. Severe problem_x000D_ |
Emotional or psychological difficulties | P-RQ2, P-RQ5 | Yes | Similar to approach in kindergarten, combining this basic information into CHQ125. | ||||||
| CHQ | CHQ115 | Question “{Since last spring has {CHILD}/Has {CHILD} ever} been evaluated by a professional because of an issue with {independence and taking care of {himself/herself}{,} {or}/paying attention{,} {or}/learning, thinking, and solving problems{,} {or}/ coordination in moving {his/her} arms and legs{,} {or}/behaving and relating to other children{,} {or}/ behaving and relating to adults{,} {or}/{his/her} overall activity level{,} {or}/{his/her} emotional or psychological difficulties}?”_x000D_ _x000D_ InstResp “The term professional includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, ear-nose-throat (ENT) doctors, audiologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speech-language pathologists, etc. Do not include teachers or some other non-health professional.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | Yes | Similar to approach in kindergarten, combining this basic information into CHQ125. | ||||||
| CHQ | CHQ120 | Question “{Since last spring, have you obtained/Did you obtain} a diagnosis or diagnoses of a problem from a professional?”_x000D_ _x000D_ InstResp “The term professional includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, ear-nose-throat (ENT) doctors, audiologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speech-language pathologists, etc. Do not include teachers or some other non-health professional.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | Yes | Similar to approach in kindergarten, combining this basic information into CHQ125. | ||||||
| CHQ | CHQ125 | Question “What was the diagnosis or were the diagnoses?” _x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Learning disability (including dyslexia, dyscalculia, and dysgraphia)_x000D_ 2. Attention deficit disorder (ADD) / attention-deficit/hyperactivity disorder (ADHD)_x000D_ 3. Developmental delay_x000D_ 4. Asperger’s syndrome/autism/pervasive developmental disorder (PDD)/Other autism spectrum disorder_x000D_ 5. Intellectual or cognitive disability_x000D_ 6. Orthopedic impairment_x000D_ 7. Emotional disturbance (including panic disorder, obsessive compulsive disorder, other anxiety disorders, bipolar disorder, depression, oppositional defiance disorder (ODD), eating disorders, sensory deficit disorders, and schizophrenia)_x000D_ 8. Traumatic brain injury_x000D_ 9. Speech impairment (such as problems with articulation or communication, voice disorders, or stuttering)_x000D_ 91. Other (Please specify):_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | CHQ125 | Question “Now we have some questions about diagnoses from a professional._x000D_ _x000D_ Has {CHILD} ever been diagnosed by a professional with any of the following? Please select all that apply.”_x000D_ ----_x000D_ 1. Learning disability (including dyslexia, dyscalculia, and dysgraphia)_x000D_ 2. Attention deficit disorder (ADD) / Attention-deficit/hyperactivity disorder (ADHD)_x000D_ 3. Developmental delay_x000D_ 4. Asperger’s syndrome/Autism/Pervasive developmental disorder (PDD)/Other autism spectrum disorder_x000D_ 5. Intellectual or cognitive disability_x000D_ 6. Orthopedic impairment_x000D_ 7. Emotional disturbance (including panic disorder, obsessive compulsive disorder, other anxiety disorders, bipolar disorder, depression, oppositional defiance disorder (ODD), eating disorders, sensory deficit disorders, and schizophrenia)_x000D_ 8. Traumatic brain injury_x000D_ 9. Speech impairment (such as problems with articulation or communication, voice disorders, or stuttering)_x000D_ 10. None of the above_x000D_ 91. Other diagnosis of a social, emotional, or behavioral issue {(Please specify):/(Please specify on next screen.)}:_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | Yes | Revised to add category 10 (revised to be like spring K national). | ||
| CHQ | CHQ125OS | Other specify for diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | CHQ125OS | [other specify for CHQ125] | Other specify for diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | |||||
| CHQ | CHQ125a | Question “What type of learning disability does {CHILD} have?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Dyslexia_x000D_ 2. Dyscalculia_x000D_ 3. Dysgraphia_x000D_ 91. Other (Please specify):_x000D_ |
Other specfiy for diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | CHQ125a | Question “What type of learning disability does {CHILD} have? Please select all that apply.” ----_x000D_ 1. Dyslexia_x000D_ 2. Dyscalculia_x000D_ 3. Dysgraphia_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}:_x000D_ |
Other specfiy for diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | Yes | Revised to be presented in the same was as spring kindergarten national. | ||
| CHQ | CHQ125aOS | Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | CHQ125aOS | [other specify for CHQ125a] | Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | |||||
| CHQ | CHQ126 | Question “What type of autistic spectrum disorder does {CHILD} have?”_x000D_ ----_x000D_ 1. Asperger's syndrome_x000D_ 2. Autism_x000D_ 3. Pervasive developmental disorder (PDD)_x000D_ 4. Rett syndrome_x000D_ 5. Childhood disintegrative disorder (CDD)_x000D_ 91. Other (Please specify):_x000D_ |
Other specfiy for diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | CHQ126 | Question “What type of autism spectrum disorder does {CHILD} have?” ---- 1. Diagnosis not yet determined. 2. Asperger's syndrome 3. Autism 4. Pervasive developmental disorder (PDD) 5. Rett syndrome 6. Childhood disintegrative disorder (CDD) 91. Other {(Please specify):/(Please specify on next screen.)}: |
Other specfiy for diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | Yes | Added a response option for "Diagnosis not yet determined." | ||
| CHQ | CHQ126OS | Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | CHQ126OS | [other specify for CHQ126] | Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | |||||
| CHQ | CHQ127 | Question: “What type of emotional disturbance does {CHILD} have?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Panic disorder_x000D_ 2. Separation anxiety disorder_x000D_ 3. Obsessive compulsive disorder_x000D_ 4. Generalized anxiety disorder_x000D_ 5. Other anxiety disorder_x000D_ 6. Bipolar disorder_x000D_ 7. Depression_x000D_ 8. Oppositional defiant disorder (ODD)_x000D_ 9. Eating disorders_x000D_ 10. Sensory deficit disorders (such as sensory deprivation problems; sensory processing problems; sensory integration problems; or sensory organization problems)_x000D_ 11. Schizophrenia_x000D_ 91. Other (Please specify):_x000D_ |
Other specfiy for diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | CHQ127 | Question “What type of emotional disturbance does {CHILD} have? Please select all that apply.” ----_x000D_ 1. Panic disorder_x000D_ 2. Separation anxiety disorder_x000D_ 3. Obsessive compulsive disorder_x000D_ 4. Generalized anxiety disorder_x000D_ 5. Other anxiety disorder_x000D_ 6. Bipolar disorder_x000D_ 7. Depression_x000D_ 8. Oppositional defiant disorder (ODD)_x000D_ 9. Eating disorders_x000D_ 10. Sensory deficit disorders (such as sensory deprivation problems; sensory processing problems; sensory integration problems; or sensory organization problems)_x000D_ 11. Schizophrenia_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}:_x000D_ |
Other specfiy for diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | Yes | Revised to be presented in the same way as spring kindergarten national. | ||
| CHQ | CHQ127OS | Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | CHQ127OS | [other specify for CHQ127] | Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | |||||
| CHQ | CHQ130 | Question “How old was {CHILD} when the first diagnosis of a problem related to {a learning disability/attention deficit disorder (ADD) / attention-deficit/hyperactivity disorder (ADHD)/developmental delay/Asperger’s syndrome/autism/pervasive development disorder (PDD)/Rett syndrome/childhood disintegrative disorder (CDD)/an autistic spectrum disorder/an intellectual or cognitive disability/orthopedic impairment/an emotional disturbance/a traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY} was made?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ DON'T KNOW |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | CHQ130a | Question “How old was {CHILD} when the first diagnosis of a problem related to {a learning disability/attention deficit disorder (ADD) / attention-deficit/hyperactivity disorder (ADHD)/developmental delay/Asperger’s syndrome/autism/pervasive development disorder (PDD)/Rett syndrome/childhood disintegrative disorder (CDD)/an autistic spectrum disorder/an intellectual or cognitive disability/orthopedic impairment/an emotional disturbance/a traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY} was made?” InstResp "Please answer in years and months." |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | Yes | Revised to include CHQ130a and CHQ130b. | ||
| CHQ | CHQ131a | Question “How old was {CHILD} when the first diagnosis of a problem related to {a learning disability/attention deficit disorder (ADD) / attention-deficit/hyperactivity disorder (ADHD)/developmental delay/Asperger’s syndrome/autism/pervasive development disorder (PDD)/Rett syndrome/childhood disintegrative disorder (CDD)/an autistic spectrum disorder /an intellectual or cognitive disability/orthopedic impairment/an emotional disturbance/a traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY}} was made?_x000D_ _x000D_ Months:”_x000D_ _x000D_ Watermark “Enter age in months” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | Yes | Combined into CHQ130. | ||||||
| CHQ | CHQ131b | Question “How old was {CHILD} when the first diagnosis of a problem related to {a learning disability/attention deficit disorder (ADD) / attention-deficit/hyperactivity disorder (ADHD)/developmental delay/ Asperger’s syndrome/autism/pervasive development disorder (PDD)/Rett syndrome/childhood disintegrative disorder (CDD)/an autistic spectrum disorder/an intellectual or cognitive disability/orthopedic impairment/an emotional disturbance/a traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY}} was made?_x000D_ _x000D_ Years:”_x000D_ _x000D_ Watermark “Enter age in years” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | Yes | Combined into CHQ130. | ||||||
| CHQ | CHQ135a | Question “What was the month and year when the diagnosis was made?” _x000D_ _x000D_ InstResp “If there was more than one diagnosis, report the earliest.”_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter month” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | CHQ135a | Question “What was the month and year when the diagnosis was made? _x000D_If there was more than one diagnosis, report the earliest.”_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter month” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | Yes | Revised to be presented in the same way as spring kindergarten national. | ||
| CHQ | CHQ135b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter year” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | CHQ135b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter year” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | ||||
| CHQ | CHQ140 | Question “Is {CHILD} now taking any prescription medicine for the condition related to {his/her} {learning disability/attention deficit disorder (ADD) / attention-deficit hyperactivity disorder (ADHD)/developmental delay/Asperger’s syndrome/autism/pervasive development disorder (PDD)/Rett syndrome/childhood disintegrative disorder (CDD)/an autistic spectrum disorder/intellectual or cognitive disability/orthopedic impairment/emotional disturbance/traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY}}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Prescription medications | P-RQ2 | Yes | Dropped, medication items are a lower priority. | ||||||
| CHQ | CHQ155 | Question “Is {CHILD} medicated for ADD or ADHD to help with behavior at school, at home, or both?”_x000D_ ----_x000D_ 1. At school_x000D_ 2. At home_x000D_ 3. Both at school and at home_x000D_ |
Prescription medications | P-RQ2 | Yes | Dropped, medication items are a lower priority. | ||||||
| CHQ | CHQ173 | Question “How long has {CHILD} taken such prescription medicine for {a learning disability/attention deficit disorder (ADD) / attention-deficit/hyperactivity disorder (ADHD)/developmental delay/Asperger’s syndrome/autism/pervasive development disorder (PDD)/Rett syndrome/childhood disintegrative disorder (CDD)/an autistic spectrum disorder /intellectual or cognitive disability/orthopedic impairment/an emotional disturbance/a traumatic brain injury/a speech impairment/{TEXT FROM OTHER SPECIFY}}, in total?”_x000D_ ----_x000D_ 1. Less than one month_x000D_ 2. Less than a year_x000D_ 3. 1 to 2 years_x000D_ 4. 3 to 4 years_x000D_ 5. 5 years or more_x000D_ |
Prescription medications | P-RQ2 | Yes | Dropped, medication items are a lower priority. | ||||||
| CHQ | CHQ200 | Question “For the next question, please base your answer on how {CHILD} compares to other children of the same age. {CHILD} pronounces words, communicates with, and understands others...”_x000D_ _x000D_ InstResp “If {CHILD} differs on any of these, answer for the area in which the child has the most difficulty.”_x000D_ ----_x000D_ 1. Better than other children {his/her} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Communication problems | P-RQ2, P-RQ5 | CHQ200 | Question “For the next question, please base your answer on how {CHILD} compares to other children of the same age. {CHILD} pronounces words, communicates with, and understands others:”_x000D_ _x000D_ ----_x000D_ 1. Better than other children {his/her/their} age_x000D_ 2. As well as other children_x000D_ 3. Slightly less well than other children_x000D_ 4. Much less well than other children_x000D_ |
Communication problems | P-RQ2, P-RQ5 | Yes | Revised to be presented like spring K national. | ||
| CHQ | CHQ205 | Question “When {CHILD} was younger, did {he/she} ever have unusual difficulty pronouncing words, communicating with, or understanding others, as compared to other children {his/her} age?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 | CHQ205 | Question “When {CHILD} was younger, did {he/she/they} ever have unusual difficulty pronouncing words, communicating with, or understanding others, as compared to other children {his/her/their} age?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 | Yes | To be more inclusive, allowed for a third option for gender. | ||
| CHQ | CHQ206a | Question “Did or does {CHILD} have any of the following? _x000D_ _x000D_ Problem with talking too loudly”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 | CHQ206a | Question “Did or does {CHILD} have any of the following? Please select all that apply.” _x000D_ _x000D_ 1 Problem with talking too loudly 2 Problem with talking too softly 3 A problem chewing 4 A problem swallowing 5 A problem with stuttering 6 A cleft lip and/or palate 7 Abnormalities of the face or head 8 Malformation of the ear 9 None of the above |
Communication problems | P-RQ2, P-RQ5 | Yes | Revised to be presented like spring K national by combining all of CHQ206 into one select all that apply. | ||
| CHQ | CHQ206b | Question “Problem with talking too softly”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 | Yes | Revised to be presented like spring K national by combining all of CHQ206 into one select all that apply. | ||||||
| CHQ | CHQ206c | Question “A problem chewing”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 | Yes | Revised to be presented like spring K national by combining all of CHQ206 into one select all that apply. | ||||||
| CHQ | CHQ206d | Question “A problem swallowing”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 | Yes | Revised to be presented like spring K national by combining all of CHQ206 into one select all that apply. | ||||||
| CHQ | CHQ206e | Question “{Continued} Did or does {CHILD} have any of the following? _x000D_ _x000D_ A problem with stuttering”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 | Yes | Revised to be presented like spring K national by combining all of CHQ206 into one select all that apply. | ||||||
| CHQ | CHQ206f | Question “A cleft lip and/or palate”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 | Yes | Revised to be presented like spring K national by combining all of CHQ206 into one select all that apply. | ||||||
| CHQ | CHQ206g | Question “Abnormalities of the face or head”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 | Yes | Revised to be presented like spring K national by combining all of CHQ206 into one select all that apply. | ||||||
| CHQ | CHQ206h | Question “Malformation of the ear”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication problems | P-RQ2, P-RQ5 | Yes | Revised to be presented like spring K national by combining all of CHQ206 into one select all that apply. | ||||||
| CHQ | CHQ210 | Question “{Since last spring has {CHILD}/Has {CHILD} ever} been evaluated by a professional because of {his/her} ability to communicate?” _x000D_ _x000D_ InstResp “This includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, ear-nose-throat (ENT) doctors, audiologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speech-language pathologists, etc. Do not include teachers or some other non-health professional.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | CHQ210 | Question “Has {CHILD} ever been evaluated by a professional because of {his/her/their} ability to communicate?” _x000D_ _x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | Yes | Revised to be presented like spring K national. | ||
| CHQ | CHQ215 | Question “Did you obtain a diagnosis or diagnoses of a problem related to {his/her} ability to communicate from a professional?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | CHQ215 | Question “Did you obtain a diagnosis or diagnoses of a problem related to {his/her} ability to communicate from a professional?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | ||||
| CHQ | CHQ216 | Question “Which best describes {CHILD}’s hearing?”_x000D_ _x000D_ InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_ ----_x000D_ 1. Excellent_x000D_ 2. Good_x000D_ 3. A little trouble hearing_x000D_ 4. Moderate trouble hearing_x000D_ 5. A lot of trouble hearing_x000D_ 6. Deaf_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ217 | Question “Please indicate whether the following statement describes {CHILD}'s hearing. _x000D_ _x000D_ {CHILD} can usually hear and understand what a person says without seeing his or her face if that person whispers to {him/her} from across a quiet room.”_x000D_ _x000D_ InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ218 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person talks in a normal voice to {him/her} from across a quiet room.”_x000D_ _x000D_ InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ219 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person shouts to {him/her} from across a quiet room.” _x000D_ _x000D_ InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ220 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person speaks loudly into {his/her} ears or better ear.” _x000D_ _x000D_ InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ221 | Question “Is {CHILD}’s hearing worse in one ear?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ222 | Question “Which best describes {CHILD}'s hearing in {his/her} worse ear?” _x000D_ _x000D_ InstResp “If {CHILD} has a hearing aid or other assistive device, please consider {his/her} hearing without the hearing aid or assistive device.”_x000D_ ----_x000D_ 1. Excellent_x000D_ 2. Good_x000D_ 3. A little trouble hearing_x000D_ 4. Moderate trouble hearing_x000D_ 5. A lot of trouble hearing_x000D_ 6. Deaf_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ235 | Question “{Since last spring has/Has} {CHILD}'s hearing {ever} been evaluated by a professional?”_x000D_ _x000D_ InstResp “This includes health professionals such as doctors, pediatricians, and other licensed persons, including nurses or nurse practitioners, optometrists, ophthalmologists, school or other psychologists, school or other psychiatrists, psychiatric social workers, speech pathologists, etc. Do not include teachers or some other non-health professional._x000D_ _x000D_ For the hearing and vision questions, having been evaluated at the school by a health professional does count as being evaluated by a professional.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | CHQ235 | Question “{Since last spring has/Has} {CHILD}'s hearing {ever} been evaluated by a professional?”_x000D_ _x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | ||||
| CHQ | CHQ245 | Question “Did you obtain a diagnosis of a problem from a professional?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Awaiting evaluation_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | CHQ245 | Question “Did you obtain a diagnosis of a problem from a professional?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Awaiting evaluation_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | ||||
| CHQ | CHQ246 | Question “What was the diagnosis?” _x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Ear wax_x000D_ 2. Ear canal deformity_x000D_ 3. Ear infection_x000D_ 4. Fluid in the ear_x000D_ 5. Eardrum problem_x000D_ 6. Illness_x000D_ 7. Cytomegalovirus (CMV)_x000D_ 8. Ototoxic exposure to drugs or medicines_x000D_ 9. Noise exposure_x000D_ 10. Genetic cause_x000D_ 11. Injury or trauma to head and neck_x000D_ 12. Ear or facial surgery_x000D_ 13. Nerve deafness_x000D_ 14. Central auditory processing disorder_x000D_ 15. Deafness_x000D_ 16. Hearing loss, cause unknown_x000D_ 91. Other (Please specify):_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ246OS | Other specify for diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | |||||||
| CHQ | CHQ250a | Question “How old was {CHILD} when the first diagnosis of a problem related to {his/her} {ability to communicate/hearing} was made?”_x000D_ _x000D_ SaVisble “True”_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ DON'T KNOW |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | CHQ250a | Question “How old was {CHILD} when the first diagnosis of a problem related to {his/her/their} {ability to communicate/hearing} was made?” InstResp "Please answer in years and months." |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | Yes | Reformatted presentation of information to combine all parts of CHQ250 into one question. | ||
| CHQ | CHQ250b | Question “How old was {CHILD}, in months, when the first diagnosis of a problem related to {his/her} {ability to communicate/hearing} was made?”_x000D_ _x000D_ Pre-unit: “Months:”_x000D_ _x000D_ Watermark “Enter months” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | Yes | Reformatted presentation of information to combine all parts of CHQ250 into one question. | ||||||
| CHQ | CHQ250c | Question “How old was {CHILD}, in years, when the first diagnosis of a problem related to {his/her} {ability to communicate/hearing} was made?_x000D_ _x000D_ Years:”_x000D_ _x000D_ Watermark: “Enter years” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | Yes | Reformatted presentation of information to combine all parts of CHQ250 into one question. | ||||||
| CHQ | CHQ255a | Question “What was the month and year the problem with {CHILD}'s {ability to communicate /hearing} was diagnosed?” _x000D_ _x000D_ InstResp “If there was more than one diagnosis, enter the month and year for the earliest diagnosis.”_x000D_ _x000D_ Watermark “Enter the month”_x000D_ _x000D_ “Don’t know” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | CHQ255a | Question “What was the month and year the problem with {CHILD}'s {ability to communicate /hearing} was diagnosed? If there was more than one diagnosis, enter the month and year for the earliest diagnosis.”_x000D_ _x000D_ Pre-unit “Month:” Watermark “Enter the month”_x000D_ _x000D_ “Don’t know” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | ||||
| CHQ | CHQ255b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | CHQ255b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | ||||
| CHQ | CHQ256 | Question “{Since last spring, has {CHILD} gotten/Has {CHILD} ever worn} a hearing aid?”_x000D_ ----_x000D_ 1. Yes, currently_x000D_ 2. Yes, in the past_x000D_ 3. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ257a | Question “At what age was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ InstResp “This question asks the age at which the recommendation to wear a hearing aid was first made, not the age at which the child first started wearing a hearing aid. Some children may have started wearing a hearing aid right after the recommendation was first made. For other children, there may have been a period of time between when the recommendation was first made and when the child started wearing a hearing aid.”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ DON'T KNOW |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ257b | Question “At what age, in months, was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter months” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ257c | Question “At what age, in years, was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ Pre-unit “Years:”_x000D_ _x000D_ Watermark “Enter years” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ258 | Question “How often does {CHILD} use the hearing aid(s) in school?”_x000D_ ----_x000D_ 1. All of the time_x000D_ 2. Most of the time_x000D_ 3. Sometimes_x000D_ 4. Rarely_x000D_ 5. Never_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ259 | Question “Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} hearing aid{s}. _x000D_ _x000D_ {CHILD} can usually hear and understand what a person says without seeing his or her face if that person whispers to {him/her} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ260 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person talks in a normal voice to {him/her} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ261 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person shouts to {him/her} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ262 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person speaks loudly into {his/her} {better} ear.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ263 | Question “{Since last spring has/Has} a doctor or other health care professional ever recommended that {CHILD} wear a hearing aid?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ264a | Question “At what age was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ DON'T KNOW |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ264b | Question “At what age, in months, was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter months” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ264c | Question “At what age, in years, was the recommendation that {CHILD} wear a hearing aid first made?”_x000D_ _x000D_ Pre-unit “Years:”_x000D_ _x000D_ Watermark “Enter years” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ270 | Question “Does {CHILD} have a cochlear implant?”_x000D_ ----_x000D_ 1. Yes, one ear only – right ear_x000D_ 2. Yes, one ear only – left ear_x000D_ 3. Yes, in both ears_x000D_ 4. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ271 | Question “In what year was it implanted?”_x000D_ _x000D_ Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter year”_x000D_ _x000D_ “Don’t know” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ272a | Question “How old was {CHILD} when it was implanted?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ DON'T KNOW |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ272b | Question “How old was {CHILD}, in months, when it was implanted?”_x000D_ _x000D_ Pre-unit “Months:”_x000D_ _x000D_ Watermark “Enter months” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ272c | Question “How old was {CHILD}, in years, when it was implanted?”_x000D_ _x000D_ Pre-unit “Years:”_x000D_ _x000D_ Watermark “Enter years” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ273 | Question “In what years were they implanted?”_x000D_ _x000D_ Unit “and” _x000D_ _x000D_ Watermark “Enter year for left ear” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ274 | Watermark “Enter year for right ear” | Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ275a | Question “{How old was {CHILD} when it was implanted in the left ear?} {How old was {CHILD} when they were implanted?}”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ DON'T KNOW |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ275b | Question “{How old was {CHILD} when they were implanted in the left ear?} {How old was {CHILD} when they were implanted?}”_x000D_ _x000D_ Pre-unit “Age in months:”_x000D_ _x000D_ Watermark “Enter age in months for left ear” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ275c | Question “{How old was {CHILD} when they were implanted in the left ear?} {How old was {CHILD} when they were implanted?}”_x000D_ _x000D_ Pre-unit “Age in years:”_x000D_ _x000D_ Watermark “Enter age in years for left ear” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ276b | Question “And in the right ear?”_x000D_ _x000D_ Pre-unit “Age in months:”_x000D_ _x000D_ Watermark “Enter age in months for right ear”_x000D_ _x000D_ “Don’t know” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ276c | Question “And in the right ear?”_x000D_ _x000D_ Pre-unit “Age in years:”_x000D_ _x000D_ Watermark “Enter age in years for right ear” |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ277 | Question “Please indicate whether the following statement describes {CHILD}'s hearing when wearing {his/her} cochlear implant(s). _x000D_ _x000D_ {CHILD} can usually hear and understand what a person says without seeing his or her face if that person whispers to {him/her} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ278 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person talks in a normal voice to {him/her} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ279 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person shouts to {him/her} from across a quiet room.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ280 | Question “{CHILD} can usually hear and understand what a person says without seeing his or her face if that person speaks loudly into {his/her} {better} ear.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Collected in spring K national and will again in spring 3. Therefore, not collecting in spring 1. | ||||||
| CHQ | CHQ285 | Question “Now I want to ask you about {CHILD}’s vision. Without the use of eyeglasses or contact lenses, does {CHILD} have difficulty seeing objects in the distance, things up close like letters on paper, or both?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes, seeing things up close_x000D_ 2. Yes, seeing things in the distance_x000D_ 3. Yes, both_x000D_ 4. No_x000D_ DON'T KNOW |
Vision and hearing problems | P-RQ2, P-RQ5 | CHQ285 | Question “Now I want to ask you about {CHILD}’s vision. Without the use of eyeglasses or contact lenses, does {CHILD} have difficulty seeing objects in the distance, things up close like letters on paper, or both?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes, seeing things up close_x000D_ 2. Yes, seeing things in the distance_x000D_ 3. Yes, both_x000D_ 4. No_x000D_ DON'T KNOW |
Vision and hearing problems | P-RQ2, P-RQ5 | ||||
| CHQ | CHQ290 | Question “Has {CHILD}'s vision ever been evaluated by an eye care professional?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 | CHQ290 | Question “Has {CHILD}'s vision ever been evaluated by an eye care professional?” ---- 1. Yes 2. No DON'T KNOW |
Vision and hearing problems | P-RQ2, P-RQ5 | Yes | Revised to display a don't know option. | ||
| Vision and hearing problems | P-RQ2, P-RQ5 | CHQ290b | Question “Was a school nurse the only professional who evaluated {CHILD}'s vision?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Vision and hearing problems | P-RQ2, P-RQ5 | Yes | Added to be consistent with how this was asked in spring K national. | |||||
| CHQ | CHQ300 | Question “Did you obtain a diagnosis of a vision-related problem from an eye care professional?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Awaiting evaluation_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | CHQ300 | Question “Did you obtain a diagnosis of a vision-related problem from an eye care professional?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Awaiting evaluation_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | ||||
| CHQ | CHQ301 | Question “What was the diagnosis?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Nearsightedness (Myopia)_x000D_ 2. Farsighted (Hyperopia)_x000D_ 3. Color blindness or deficiency_x000D_ 4. Astigmatism_x000D_ 5. Crossed or wandering eye (Strabismus)_x000D_ 6. Amblyopia or “lazy eye”_x000D_ 7. Retinopathy_x000D_ 8. Blindness_x000D_ 9. Condition requiring glasses – Specific condition unspecified_x000D_ 91. Other (Please specify):_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | CHQ301 | Question “What was the diagnosis? Please select all that apply.” ----_x000D_ 1. Nearsightedness (Myopia)_x000D_ 2. Farsightedness (Hyperopia)_x000D_ 3. Color blindness or deficiency_x000D_ 4. Astigmatism_x000D_ 5. Crossed or wandering eye (Strabismus)_x000D_ 6. Amblyopia or “lazy eye”_x000D_ 7. Retinopathy_x000D_ 8. Blindness_x000D_ 9. Condition requiring glasses – Specific condition unspecified_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}:_x000D_ |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | Yes | Revised to be presented the same way as spring K national. | ||
| CHQ | CHQ301OS | Other specify for diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | CHQ301OS | [other specify for CHQ301] | Other specify for diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | |||||
| CHQ | CHQ305a | Question “How old was {CHILD} when the first diagnosis of a problem was made?” _x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Answer in months_x000D_ 2. Answer in years_x000D_ DON'T KNOW |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | CHQ305a | Question “How old was {CHILD} when the first diagnosis of a problem was made?” InstResp "Please answer in years and months." |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | Yes | Revised to combine CHQ305 into one question. | ||
| CHQ | CHQ305b | Question “How old was {CHILD}, in months, when the first diagnosis of a problem was made?” Pre-unit “Months:” Watermark “Enter months” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | Yes | Revised to combine CHQ305 into one question. | ||||||
| CHQ | CHQ305c | Question “How old was {CHILD}, in years, when the first diagnosis of a problem was made?”_x000D_ _x000D_ Pre-unit “Years:”_x000D_ _x000D_ Watermark “Enter years” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | Yes | Revised to combine CHQ305 into one question. | ||||||
| CHQ | CHQ310a | Question “What was the month and year the diagnosis was made?” _x000D_ _x000D_ InstResp “If there was more than one diagnosis, report the earliest.”_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter month” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | CHQ310a | Question “What was the month and year the diagnosis was made? If there was more than one diagnosis, report the earliest.”_x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter month” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | Yes | Revised to be presented the same way as spring K national. | ||
| CHQ | CHQ310b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | CHQ310b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Diagnoses of disabilities and health conditions | P-RQ2, P-RQ5 | ||||
| CHQ | CHQ311 | Question “Has {CHILD} been prescribed glasses or contact lenses to improve {his/her} vision?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | CHQ311 | Question “Has {CHILD} been prescribed glasses or contact lenses to improve {his/her/their} vision?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | To be more inclusive, allowed for a third option for gender. | ||
| CHQ | CHQ312 | Question “How often does {CHILD} wear glasses or contact lenses?”_x000D_ ----_x000D_ 1. All of the time_x000D_ 2. Most of the time_x000D_ 3. Sometimes_x000D_ 4. Rarely_x000D_ 5. Never_x000D_ 6. Child does not have glasses or contacts_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | CHQ312 | Question “How often does {CHILD} wear glasses or contact lenses?”_x000D_ ----_x000D_ 1. All of the time_x000D_ 2. Most of the time_x000D_ 3. Sometimes_x000D_ 4. Rarely_x000D_ 5. Never_x000D_ 6. Child does not have glasses or contacts_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | ||||
| CHQ | CHQ313 | Question “Does {CHILD} have glasses or contact lenses?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | Dropped to be consistent with how vision was collected in spring K national. | ||||||
| CHQ | CHQ314 | Question “Do {CHILD}’s glasses or contacts help {him/her} see things up close, see things in the distance, or both?”_x000D_ ----_x000D_ 1. See things up close_x000D_ 2. See things in the distance_x000D_ 3. Both_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | CHQ314 | Question “Do {CHILD}’s glasses or contacts help {him/her/them} see things up close, see things in the distance, or both?”_x000D_ ----_x000D_ 1. See things up close_x000D_ 2. See things in the distance_x000D_ 3. Both_x000D_ |
Glasses, hearing aids, cochlear implants | P-RQ2, P-RQ5 | Yes | To be more inclusive, allowed for a third option for gender. | ||
| CHQ | CHQ330 | Question “Would you say {CHILD}'s health is ...”_x000D_ ----_x000D_ 1. Excellent_x000D_ 2. Very good_x000D_ 3. Good_x000D_ 4. Fair, or_x000D_ 5. Poor?_x000D_ |
General health status | P-RQ2, P-RQ5 | CHQ330 | Question “Would you say {CHILD}'s health is ...”_x000D_ ----_x000D_ 1. Excellent_x000D_ 2. Very good_x000D_ 3. Good_x000D_ 4. Fair, or_x000D_ 5. Poor?_x000D_ |
General health status | P-RQ2, P-RQ5 | ||||
| CHQ | CHQ340 | Question “During this school year, has {CHILD} received therapy services or taken part in a program for children with disabilities?”_x000D_ _x000D_ InstResp “Children with disabilities include children with developmental delays, communication impairments, or special health care needs.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 | CHQ340 | Question “During this school year, has {CHILD} received therapy services or taken part in a program for children with disabilities?”_x000D_ _x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 | Yes | Revised to be presented the same way as spring K national. | ||
| CHQ | CHQ341 | Question “Prior to this school year, did {CHILD} ever receive therapy services or take part in a program for children with disabilities?”_x000D_ _x000D_ InstResp “Children with disabilities include children with developmental delays, communication impairments, or special health care needs.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 | CHQ341 | Question “Prior to this school year, did {CHILD} ever receive therapy services or take part in a program for children with disabilities?”_x000D_ _x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 | Yes | Revised to be presented the same way as spring K national. | ||
| Disability status | P-RQ1, P-RQ2, P-RQ5 | CHQ345 | Question “For each of the following services, select if {CHILD} or your family ever received this service before this school year to help with {CHILD}'s special needs. Please select all that apply.” ---- 1. Speech or language therapy 2. Occupational therapy 3. Physical therapy 4. Creative arts therapy 5. Vision services 6. Hearing services 7. Social work services 8. Psychological services 9. Home visits 10. Parent support or training 11. Special class with other children some or all of whom also had special needs 12. Private tutoring or school for learning problems 13. Instruction in Braille 14. Instruction in sign language, Cued Speech, ASL, total communication (TOCO) 91. Any other service {(Please specify):/(Please specify on next screen.)} |
Disability status | P-RQ1, P-RQ2, P-RQ5 | Yes | Added to be consistent with how this was asked in spring K national. | |||||
| Disability status | P-RQ1, P-RQ2, P-RQ5 | CHQ345os | [other specify for CHQ345] | Disability status | P-RQ1, P-RQ2, P-RQ5 | Yes | Added to be consistent with how this was asked in spring K national. | |||||
| Disability status | P-RQ1, P-RQ2, P-RQ5 | CHQ375a | Question “How old was {CHILD} when {this service/the earliest of these services} began?” InstResp "Please answer in years and months." |
Disability status | P-RQ1, P-RQ2, P-RQ5 | Yes | Added to be consistent with how this was asked in spring K national. Combined into one screen as with CHQ130 and 305 (other similar questions) | |||||
| Disability status | P-RQ1, P-RQ2, P-RQ5 | CHQ380a | Question “What was the month and year when {{CHILD} first received {{NAME OF SINGLE SERVICE}/{this service}/{the first of these services began}}? _x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter the month” |
Disability status | P-RQ1, P-RQ2, P-RQ5 | Yes | Added to be consistent with how this was asked in spring K national. | |||||
| CHQ | CHQ385 | Question “Is {CHILD} still receiving any of these services?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 | CHQ385 | Question “Is {CHILD} still receiving {this service/any of these services}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 | Yes | Revised to allow for singular service and plural services. | ||
| CHQ | CHQ390a | Question “What is the month and year when the last of these services was received?” _x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter month” |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 | CHQ390a | Question “What was the month and year when {{CHILD} last received {NAME OF SINGLE SERVICE}/the last of these services was received}?” _x000D_ _x000D_ Pre-unit “Month:”_x000D_ _x000D_ Watermark “Enter month” |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 | Yes | Revised to be presented the same way as spring K national. | ||
| CHQ | CHQ390b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter year” |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 | CHQ390b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter year” |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 | ||||
| CHQ | CHQ420 | Question “During this school year, did {CHILD} receive any services for children with special needs such as speech or occupational therapy or did {he/she} participate in a special education program?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 | CHQ420 | Question “During this school year, did {CHILD} receive any services for children with special needs such as speech or occupational therapy or did {he/she/they} participate in a special education program?” ---- 1. Yes 2. No |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 | Yes | To be more inclusive, allowed for a third option for gender. | ||
| CHQ | CHQ430 | Question “Overall, how satisfied are you with the progress {CHILD} has made in the special services or special education program this school year?”_x000D_ ----_x000D_ 1. Completely satisfied_x000D_ 2. Very satisfied_x000D_ 3. Fairly satisfied_x000D_ 4. Somewhat satisfied_x000D_ 5. Very dissatisfied_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 | CHQ430 | Question “Overall, how satisfied are you with the progress {CHILD} has made in the special services or special education program this school year?”_x000D_ ----_x000D_ 1. Completely satisfied_x000D_ 2. Very satisfied_x000D_ 3. Fairly satisfied_x000D_ 4. Somewhat dissatisfied_x000D_ 5. Very dissatisfied_x000D_ |
Services for disabilities | P-RQ1, P-RQ2, P-RQ5 | ||||
| VIQ | VIQ010 | Question “Now we have some questions about problems {CHILD} may have had with other children. During this school year have other children ever teased, made fun of, or called {CHILD} names?”_x000D_ _x000D_ InstResp “In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Peer victimization | P-RQ3 | VIQ010 | Question “Now we have some questions about problems {CHILD} may have had with other children. During this school year have other children ever teased, made fun of, or called {CHILD} names? In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.” ---- 1. Yes 2. No |
Peer victimization | P-RQ3 | Yes | Revised to be presented the same way as spring K national (moving text into the question stem). | ||
| VIQ | VIQ020 | Question “How often has this happened?” _x000D_ _x000D_ InstResp “In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.”_x000D_ ----_x000D_ 1. Rarely_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Peer victimization | P-RQ3 | VIQ020 | Question “How often has this happened? In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.” ---- 1. Rarely 2. Sometimes 3. Often 4. Very often |
Peer victimization | P-RQ3 | Yes | Revised to be presented the same way as spring K national (moving text into the question stem). | ||
| VIQ | VIQ021 | Question “During this school year, have other children ever told lies or untrue stories about {CHILD}?”_x000D_ _x000D_ InstResp “In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Peer victimization | P-RQ3 | VIQ021 | Question “During this school year, have other children ever told lies or untrue stories about {CHILD}?” ---- 1. Yes 2. No |
Peer victimization | P-RQ3 | Yes | Revised to be presented the same way as spring K national (moving text into help text). | ||
| VIQ | VIQ022 | Question “How often has this happened?”_x000D_ _x000D_ InstResp “In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.”_x000D_ ----_x000D_ 1. Rarely_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Peer victimization | P-RQ3 | VIQ022 | Question “How often has this happened?” ---- 1. Rarely 2. Sometimes 3. Often 4. Very often |
Peer victimization | P-RQ3 | Yes | Revised to be presented the same way as spring K national (moving text into help text). | ||
| VIQ | VIQ030 | Question “During this school year have other children ever pushed, shoved, slapped, hit, or kicked {CHILD}?”_x000D_ _x000D_ InstResp “In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Peer victimization | P-RQ3 | VIQ030 | Question “During this school year have other children ever pushed, shoved, slapped, hit, or kicked {CHILD}?” ---- 1. Yes 2. No |
Peer victimization | P-RQ3 | Yes | Revised to be presented the same way as spring K national (moving text into help text). | ||
| VIQ | VIQ040 | Question “How often has this happened?” InstResp “In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.” ---- 1. Rarely 2. Sometimes 3. Often 4. Very often |
Peer victimization | P-RQ3 | VIQ040 | Question “How often has this happened?” ---- 1. Rarely 2. Sometimes 3. Often 4. Very often |
Peer victimization | P-RQ3 | Yes | Revised to be presented the same way as spring K national (moving text into help text). | ||
| VIQ | VIQ050 | Question “During this school year have other children ever intentionally excluded or left {CHILD} out from playing with them?”_x000D_ _x000D_ InstResp “In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Peer victimization | P-RQ3 | VIQ050 | Question “During this school year have other children ever intentionally excluded or left {CHILD} out from playing with them?” ---- 1. Yes 2. No |
Peer victimization | P-RQ3 | Yes | Revised to be presented the same way as spring K national (moving text into help text). | ||
| VIQ | VIQ060 | Question “How often has this happened?”_x000D_ _x000D_ InstResp “In this question, you may include other students at school and other children outside of school. However, do not include brothers or sisters.”_x000D_ ----_x000D_ 1. Rarely_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ |
Peer victimization | P-RQ3 | VIQ060 | Question “How often has this happened?” ---- 1. Rarely 2. Sometimes 3. Often 4. Very often |
Peer victimization | P-RQ3 | Yes | Revised to be presented the same way as spring K national (moving text into help text). | ||
| PPQ | PPQ220 | Question “Now, we would like to ask you about your health. In general, would you say that your health is…”_x000D_ ----_x000D_ 1. Excellent_x000D_ 2. Very good_x000D_ 3. Good_x000D_ 4. Fair, or_x000D_ 5. Poor?_x000D_ |
Respondent’s general health status | P-RQ5 | PPQ220 | Question “Now, we would like to ask you about your health. In general, would you say that your health is…”_x000D_ ----_x000D_ 1. Excellent_x000D_ 2. Very good_x000D_ 3. Good_x000D_ 4. Fair, or_x000D_ 5. Poor?_x000D_ |
Respondent’s general health status | P-RQ5 | ||||
| PPQ | PPQ225 | Question “During the past 12 months, would you say that you experienced a lot of stress, a moderate amount of stress, relatively little stress, or almost no stress at all?”_x000D_ ----_x000D_ 1. A lot of stress_x000D_ 2. A moderate amount of stress_x000D_ 3. Relatively little stress_x000D_ 4. Almost no stress at all_x000D_ |
Overall life stress | P-RQ5 | PPQ225 | Question “During the past 12 months, would you say that you experienced...?” ---- 1. A lot of stress 2. A moderate amount of stress 3. Relatively little stress 4. Almost no stress at all |
Overall life stress | P-RQ5 | Yes | Revised to eliminate redundancy of response options appearing in question text and on screen as the response options. | ||
| PPQ | PPQ226 | Question “During the past 12 months, to what extent would you agree that the coronavirus pandemic has increased your amount of stress?”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Somewhat disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Somewhat agree_x000D_ 5. Strongly agree_x000D_ |
Overall life stress | P-RQ5 | Yes | Dropped as calling out COVID-19 is not as relevant. | ||||||
| FDQ | FDQ130a | Question “These next questions are about whether your family is able to afford the food that you need. For each statement, please indicate if the statement was often true, sometimes true, or never true for {you/your household} in the last 12 months, that is, since last {CURRENT MONTH}, 2021._x000D_ _x000D_ {I/We} worried whether {my/our} food would run out before {I/we} got money to buy more.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 | FDQ130a | Question “These next questions are about whether your family is able to afford the food that you need. For each statement, please indicate if the statement was often true, sometimes true, or never true for {you/your household} in the last 12 months, that is, since last {CURRENT MONTH}, 2024. {I/We} worried whether {my/our} food would run out before {I/we} got money to buy more.” ---- 1. Often true 2. Sometimes true 3. Never true |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 | Yes | Revised time reference. | ||
| FDQ | FDQ130b | Question “The food that {I/we} bought just didn’t last, and {I/we} didn’t have money to get more.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 | FDQ130b | Question “The food that {I/we} bought just didn’t last, and {I/we} didn’t have money to get more.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 | ||||
| FDQ | FDQ130c | Question “{I/We} couldn’t afford to eat balanced meals.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 | FDQ130c | Question “{I/We} couldn’t afford to eat balanced meals.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 | ||||
| FDQ | FDQ140 | Question “In the last 12 months, did {you/you or other adults in your household} ever cut the size of your meals or skip meals because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 | FDQ140 | Question “In the last 12 months, did {you/you or other adults in your household} ever cut the size of your meals or skip meals because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 | ||||
| FDQ | FDQ150 | Question “How often did this happen?”_x000D_ ----_x000D_ 1. Almost every month_x000D_ 2. Some months, but not every month_x000D_ 3. In only 1 or 2 months_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 | FDQ150 | Question “How often did this happen?”_x000D_ ----_x000D_ 1. Almost every month_x000D_ 2. Some months, but not every month_x000D_ 3. In only 1 or 2 months_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 | ||||
| FDQ | FDQ160 | Question “In the last 12 months, did you ever eat less than you felt you should because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 | FDQ160 | Question “In the last 12 months, did you ever eat less than you felt you should because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 | ||||
| FDQ | FDQ170 | Question “In the last 12 months, were you ever hungry but didn't eat because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 | FDQ170 | Question “In the last 12 months, were you ever hungry but didn't eat because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 | ||||
| FDQ | FDQ180 | Question “In the last 12 months, did you lose weight because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 | FDQ180 | Question “In the last 12 months, did you lose weight because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 | ||||
| FDQ | FDQ190 | Question “In the last 12 months, did {you/you or other adults in your household} ever not eat for a whole day because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 | FDQ190 | Question “In the last 12 months, did {you/you or other adults in your household} ever not eat for a whole day because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 | ||||
| FDQ | FDQ191 | Question “How often did this happen?”_x000D_ ----_x000D_ 1. Almost every month_x000D_ 2. Some months, but not every month_x000D_ 3. In only 1 or 2 months_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 | FDQ191 | Question “How often did this happen?”_x000D_ ----_x000D_ 1. Almost every month_x000D_ 2. Some months, but not every month_x000D_ 3. In only 1 or 2 months_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 | ||||
| FDQ | FDQ192a | Question “Please select whether the statement was often true, sometimes true, or never true in the last 12 months}, that is, since last {CURRENT MONTH}, 2021, for {{CHILD}/children living in the household who are under 18 years old}._x000D_ _x000D_ {I/We} relied on only a few kinds of low-cost food to feed {{CHILD}/the children} because {I was/we were} running out of money to buy food.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 | FDQ192a | Question “Please select whether the statement was often true, sometimes true, or never true in the last 12 months, that is, since last {CURRENT MONTH}, 2024, for {{CHILD}/children living in the household who are under 18 years old}. {I/We} relied on only a few kinds of low-cost food to feed {{CHILD}/the children} because {I was/we were} running out of money to buy food.” ---- 1. Often true 2. Sometimes true 3. Never true |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 | Yes | Revised time reference. | ||
| FDQ | FDQ192b | Question “{I/We} couldn't feed {{CHILD}/the children} a balanced meal because {I/we} couldn't afford that.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 | FDQ192b | Question “{I/We} couldn't feed {{CHILD}/the children} a balanced meal because {I/we} couldn't afford that.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 | ||||
| FDQ | FDQ192c | Question “{{CHILD} was/The children were} not eating enough because {I/we} just couldn't afford enough food.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 | FDQ192c | Question “{{CHILD} was/The children were} not eating enough because {I/we} just couldn't afford enough food.”_x000D_ ----_x000D_ 1. Often true_x000D_ 2. Sometimes true_x000D_ 3. Never true_x000D_ |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 | ||||
| FDQ | FDQ210 | Question “In the last 12 months, that is, since last {CURRENT MONTH}, 2021, did you ever cut the size of {CHILD}'s/any of the children's} meals because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 | FDQ210 | Question “In the last 12 months, that is, since last {CURRENT MONTH}, 2024, did you ever cut the size of {CHILD}'s/any of the children's} meals because there wasn't enough money for food?” ---- 1. Yes 2. No |
Ability to purchase food sufficient for family needs | P-RQ2, P-RQ3, P-RQ5 | ||||
| FDQ | FDQ240 | Question “In the last 12 months, {was {CHILD}/were any of the children} ever hungry but you just couldn't afford more food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 | FDQ240 | Question “In the last 12 months, {was {CHILD}/were any of the children} ever hungry but you just couldn't afford more food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 | ||||
| FDQ | FDQ242 | Question “In the last 12 months, did {{CHILD}/any of the children} ever skip a meal because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 | FDQ242 | Question “In the last 12 months, did {{CHILD}/any of the children} ever skip a meal because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 | ||||
| FDQ | FDQ243 | Question “How often did this happen?”_x000D_ ----_x000D_ 1. Almost every month_x000D_ 2. Some months, but not every month_x000D_ 3. In only 1 or 2 months_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 | FDQ243 | Question “How often did this happen?”_x000D_ ----_x000D_ 1. Almost every month_x000D_ 2. Some months, but not every month_x000D_ 3. In only 1 or 2 months_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 | ||||
| FDQ | FDQ250 | Question “In the last 12 months, did {CHILD}/any of the children} ever not eat for a whole day because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 | FDQ250 | Question “In the last 12 months, did {CHILD}/any of the children} ever not eat for a whole day because there wasn't enough money for food?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Frequency that adults and children in the household do not have sufficient food | P-RQ2, P-RQ3, P-RQ5 | ||||
| FDQ | FDQ300 | Question “During the last 6 months, did you or anyone in your household get free groceries or a free meal because of money problems related to the coronavirus pandemic?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Obtaining free groceries or meals | P-RQ2, P-RQ3, P-RQ5 | Yes | Dropped as calling out COVID-19 is not as relevant. | ||||||
| FDQ | FDQ305 | Question “Where did you get free groceries or free meals?”_x000D_ _x000D_ InstResp: Select all that apply._x000D_ ----_x000D_ 1. Free meals through the school or other programs aimed at children_x000D_ 2. Food pantry or food bank_x000D_ 3. Home-delivered meal service like Meals on Wheels_x000D_ 4. Church, synagogue, temple, mosque or other religious organization_x000D_ 5. Shelter or soup kitchen_x000D_ 6. Other community program_x000D_ 7. Family, friends, or neighbors_x000D_ |
Obtaining free groceries or meals | P-RQ2, P-RQ3, P-RQ5 | Yes | Dropped as calling out COVID-19 is not as relevant. | ||||||
| HRQ | HRQ010 | Question “Does {CHILD} have any biological or adoptive parents who are not currently living in your household?”_x000D_ _x000D_ InstrResp “Please include parents who are deceased.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Whether child has biological or adoptive parents who are not currently living in the household | P-RQ1, P-RQ2, P-RQ3 | HRQ010 | Question “Now we have some question about {CHILD}'s parents. Some items in this section may be seen as sensitive and you may skip any questions that you do not want to answer. Does {CHILD} have any biological or adoptive parents who are not currently living in your household? Please include parents who are deceased.” ---- 1. Yes 2. No |
Whether child has biological or adoptive parents who are not currently living in the household | P-RQ1, P-RQ2, P-RQ3 | Yes | Revised to be presented the same as spring K national (incorporate text into question stem). | ||
| HRQ | HRQ015 | Question ‘Which biological or adoptive parent(s) are not currently living in your household?”_x000D_ _x000D_ InstrResp “Please include parents who are deceased._x000D_ _x000D_ Select all that apply.”_x000D_ ----_x000D_ 1. Biological mother_x000D_ 2. Biological father_x000D_ 3. Adoptive mother_x000D_ 4. Adoptive father_x000D_ |
Whether child has biological or adoptive parents who are not currently living in the household | P-RQ1, P-RQ2, P-RQ3 | HRQ015 | Question ‘Which biological or adoptive parent(s) are not currently living in your household? Please include parents who are deceased. Please select all that apply.” ---- 1. Biological female parent 2. Biological male parent 3. Biological parent of another gender 4. Adoptive female parent 5. Adoptive male parent 6. adoptive parent of another gender |
Whether child has biological or adoptive parents who are not currently living in the household | P-RQ1, P-RQ2, P-RQ3 | Yes | Revised to be presented the same as spring K national (incorporate text into question stem). | ||
| HRQ | HRQ030 | We would like to ask a few questions about {CHILD}'s {biological/adoptive} {mother/father}. Is {CHILD}'s {biological/adoptive} {mother/father} currently living? _x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. The {biological/adoptive} {mother/ father} is unknown._x000D_ DON'T KNOW |
Biological and adoptive parents’ vital status | P-RQ1, P-RQ2, P-RQ3 | HRQ030 | {We would like to ask a few questions about {CHILD}'s {biological/adoptive}{female parent/male parent/parent of another gender}.} {We understand that some of these questions may be difficult {for adoptive parents} to answer; however, these are standard questions we ask when a child does not live with all parents. Any information you can provide will be helpful.} Is {CHILD}'s {biological/adoptive}{female parent/male parent/parent of another gender} currently living? SaVisible "True" ---- 1. Yes 2. No 3. The {biological/adoptive} {female parent/male parent/parent of another gender} is unknown DON'T KNOW |
Biological and adoptive parents’ vital status | P-RQ1, P-RQ2, P-RQ3 | Yes | Revised to be presented the same as spring K national (incorporate text into question stem). | ||
| HRQ | HRQ040a | What {was/is/} {CHILD}'s biological {mother’s/father’s} date of birth?_x000D_ _x000D_ Month:”_x000D_ _x000D_ InstResp “Please enter only the month and year.”_x000D_ _x000D_ Watermark “Enter the month” |
Biological parents’ sex, age, and race/ethnicity | P-RQ1, P-RQ2, P-RQ3 | Yes | Dropped to focus on other constructs over the historical household information. | ||||||
| HRQ | HRQ040b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Biological parents’ sex, age, and race/ethnicity | P-RQ1, P-RQ2, P-RQ3 | Yes | Dropped to focus on other constructs over the historical household information. | ||||||
| HRQ | HRQ060 | Question "How old {is/was} {CHILD}'s biological {mother/father} {when {he/she} died}?_x000D_ _x000D_ Years:”_x000D_ _x000D_ Watermark “Enter age in years” |
Biological parents’ vital status | P-RQ1, P-RQ2, P-RQ3 | Yes | Dropped to focus on other constructs over the historical household information. | ||||||
| HRQ | HRQ080a | Question "What is {CHILD}'s biological {mother’s/father’s} date of death?”_x000D_ _x000D_ Pre-unit "Month:”_x000D_ _x000D_ InstResp “Please enter only the month and year.”_x000D_ _x000D_ Watermark “Enter the month” |
Biological parents’ vital status | P-RQ1, P-RQ2, P-RQ3 | Yes | Dropped to focus on other constructs over the historical household information. | ||||||
| HRQ | HRQ080b | Pre-unit “Year:”_x000D_ _x000D_ Watermark “Enter the year” |
Biological parents’ vital status | P-RQ1, P-RQ2, P-RQ3 | Yes | Dropped to focus on other constructs over the historical household information. | ||||||
| HRQ | HRQ090 | Question "{{Is/Was} {he/she} Hispanic or {Latino/Latina}?"_x000D_ _x000D_ InstResp “A person who is Hispanic or Latino/Latina is of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Biological parents’ sex, age, and race/ethnicity | P-RQ1, P-RQ2, P-RQ3 | Yes | Dropped to focus on other constructs over the historical household information. | ||||||
| HRQ | HRQ100 | Question "What {is/was} {his/her} race? You may name one or more races to indicate what {he/she} {considers/considered} {himself/herself} to be.”_x000D_ _x000D_ InstResp “For the purposes of this study, Hispanic origins are not races. _x000D_ _x000D_ Select all that apply.”_x000D_ ----_x000D_ 1. American Indian or Alaska Native_x000D_ 2. Asian_x000D_ 3. Black or African American_x000D_ 4. Native Hawaiian or other Pacific Islander_x000D_ 5. White_x000D_ |
Biological parents’ sex, age, and race/ethnicity | P-RQ1, P-RQ2, P-RQ3 | Yes | Dropped to focus on other constructs over the historical household information. | ||||||
| NRQ | NRQ010 | Question “The next questions are about {CHILD}'s contact with {his/her} parents who live outside the household. _x000D_ _x000D_ {We understand that some of these questions may be difficult {for adoptive parents} to answer; however, these are standard questions we ask when a child does not live with all parents. Any information you can provide will be helpful.} _x000D_ _x000D_ Please press Next to continue.” |
Introduction to nonresident parent section | P-RQ1, P-RQ2, P-RQ3 | Yes | Dropped to focus on other constructs over the historical household information. | ||||||
| NRQ | NRQ040 | Question “How long has it been since {CHILD} last had a visit, a phone call, a video call, an e-mail, a text or other electronic message, or received a card or letter from {his/her} {biological/adoptive} {father/mother}?”_x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Less than one month_x000D_ 2. More than a month but less than a year_x000D_ 3. More than a year_x000D_ 4. No contact since birth_x000D_ 5. {Biological/Adoptive} {father/mother} is deceased_x000D_ 6. {CHILD} has had no contact with {his/her} {biological/adoptive} {father/mother} since adoption_x000D_ 7. {{CHILD} does not have an adoptive {mother/father}}_x000D_ 8. {CHILD}’s {biological/adoptive} {father/mother} is not known or was only a donor_x000D_ DON'T KNOW |
Time since last contact (either in person or by telephone, email, text, etc.) with biological/adoptive parents no longer living in household | P-RQ1, P-RQ2, P-RQ3 | NRQ040 | Question “How long has it been since {CHILD} last had a visit, a phone call, a video call, an e-mail, a text or other electronic message, or received a card or letter from {his/her/their} {biological/adoptive} {male parent/female parent/parent of another gender}?”_x000D_ ----_x000D_ 1. Less than one month_x000D_ 2. More than a month but less than a year_x000D_ 3. More than a year_x000D_ 4. No contact since birth_x000D_ 5. {Biological/Adoptive} {male parent/female parent/parent of another gender} is deceased_x000D_ 6. {CHILD} has had no contact with {his/her/their} {biological/adoptive} {male parent/female parent/parent of another gender} since adoption_x000D_ 7. {{CHILD} does not have an adoptive{male parent/female parent/parent of another gender}}_x000D_ 8. CHILD}’s {biological/adoptive} {male parent/female parent/parent of another gender} is not known or was only a donor_x000D_ |
Time since last contact (either in person or by telephone, email, text, etc.) with biological/adoptive parents no longer living in household | P-RQ1, P-RQ2, P-RQ3 | Yes | Revised to be presented the same as spring K national (incorporate text into question stem). | ||
| NRQ | NRQ123 | Question “How many times have {CHILD} and {his/her} {biological/adoptive} {father/ mother} talked on the telephone or in a video call to each other, e-mailed, texted, or had some other type of contact that was not in person in the past 4 weeks? _x000D_ _x000D_ Pre-unit "Times:"_x000D_ _x000D_ Watermark "Number of times" _x000D_ _x000D_ SaVisible "True" DON'T KNOW |
Frequency of contact in the last four weeks that was not in person (e.g., by telephone, email, text, etc.) with biological/adoptive parents no longer living in the household | P-RQ1, P-RQ2, P-RQ3 | Yes | Dropped to focus on other constructs over the nonresident family member information. | ||||||
| PEQ | PEQ020 | Question "{Now we would like to ask about the education of {CHILD}'s parent(s).} What is the highest grade or year of school or degree that {you/{NAME}/{CHILD}’s {biological/adoptive} {mother/father}} {have/has} completed?" ---- 0. Never went to school 1. 1st grade 2. 2nd grade 3. 3rd grade 4. 4th grade 5. 5th grade 6. 6th grade 7. 7th grade 8. 8th grade 9. 9th grade 10. 10th grade 11. 11th grade 12. 12th grade but no diploma 13. High school equivalent/GED 14. High school diploma 15. Vocational or technical program after high school but no vocational/technical diploma 16. Vocational or technical program after high school, diploma 17. Some college but no degree 18. Associate's degree 19. Bachelor's degree 20. Graduate or professional school but no degree 21. Master's degree (MA, MS) 22. Doctorate degree (Ph.D, Ed.D) 23. Professional degree after bachelor's degree (Medicine/MD; Dentistry/DDS; Law/JD/LLB; etc.) |
Diplomas or degrees parent has obtained | P-RQ1, P-RQ2 | PEQ020 | Question "{Now we would like to ask about the education of {CHILD}'s parent(s).}_x000D_ _x000D_ What is the highest grade or year of school or degree that {you/{NAME}/{CHILD}’s {biological/adoptive} {female parent/male parent/parent of another gender}} {have/has} completed?"_x000D_ ----_x000D_ 0. Never went to school_x000D_ 1. 1st grade_x000D_ 2. 2nd grade_x000D_ 3. 3rd grade_x000D_ 4. 4th grade_x000D_ 5. 5th grade_x000D_ 6. 6th grade_x000D_ 7. 7th grade_x000D_ 8. 8th grade_x000D_ 9. 9th grade_x000D_ 10. 10th grade_x000D_ 11. 11th grade_x000D_ 12. 12th grade but no diploma_x000D_ 13. High school equivalent/GED_x000D_ 14. High school diploma_x000D_ 15. Vocational or technical program after high school but no vocational/technical diploma_x000D_ 16. Vocational or technical program after high school, diploma_x000D_ 17. Some college but no degree_x000D_ 18. Associate's degree_x000D_ 19. Bachelor's degree_x000D_ 20. Graduate or professional school but no degree_x000D_ 21. Master's degree (MA, MS)_x000D_ 22. Doctorate degree (Ph.D, Ed.D)_x000D_ 23. Professional degree after bachelor's degree (Medicine/MD; Dentistry/DDS; Law/JD/LLB; etc.)_x000D_ 24. Don't know_x000D_ 25. Rather not answer_x000D_ |
Diplomas or degrees parent has obtained | P-RQ1, P-RQ2 | Yes | To be more inclusive, allowed for a third option for gender. | ||
| PEQ | PEQ050 | Question “{Now we have some questions about {CHILD}’s parents’ education.} {Are you/Is {NAME}/Is {CHILD}’s {biological/adoptive} {mother/father}} currently attending or enrolled in any courses from a school, college, or university?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Parents’ current school attendance | P-RQ1, P-RQ2 | PEQ050 | Question “{Are you/Is {INITIALS/NAME}/Is {CHILD}’s {biological/adoptive} {female parent/male parent/parent of another gender}} currently attending or enrolled in any courses from a school, college, or university?” ---- 1. Yes 2. No |
Parents’ current school attendance | P-RQ1, P-RQ2 | Yes | To be more inclusive, allowed for a third option for gender. | ||
| PEQ | PEQ060 | Question “{Are you/Is {NAME}}/Is {CHILD}’s {biological/adoptive} {mother/father}} currently taking courses full time or part time?”_x000D_ ----_x000D_ 1. Full-time_x000D_ 2. Part-time_x000D_ |
Parents’ current school attendance | P-RQ1, P-RQ2 | PEQ060 | Question “{Are you/Is {NAME}}/Is {CHILD}’s {biological/adoptive} {female parent/male parent/parent of another gender}} currently taking courses full time or part time?”_x000D_ ----_x000D_ 1. Full-time_x000D_ 2. Part-time_x000D_ |
Parents’ current school attendance | P-RQ1, P-RQ2 | Yes | To be more inclusive, allowed for a third option for gender. | ||
| Parents’ current employment | P-RQ1, P-RQ2 | EMQ005 | Question “Which best describes {your/{INITIALS/NAME}’s} current employment situation? {Are you/Is {INITIALS/NAME}}… CODES 1. Working 35 or more hours per week, counting all jobs 2. Working less than 35 hours per week, counting all jobs 3. Actively looking for work 4. Not in the labor force |
Parents’ current employment | P-RQ1, P-RQ2 | Yes | Added to ask employment the same as spring K national. | |||||
| EMQ | EMQ020 | Question “{Now we would like to ask about employment.} During the past week, did {you/{NAME}} work for pay?” _x000D_ _x000D_ InstResp “If {you are/{NAME} is} self-employed, select yes.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Parents’ current employment | P-RQ1, P-RQ2 | Yes | Dropped to ask employment the same as spring K national. | ||||||
| EMQ | EMQ030 | Question “{Were you/Was {NAME}} on leave or vacation from a job?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Parents’ current employment | P-RQ1, P-RQ2 | Yes | Dropped to ask employment the same as spring K national. | ||||||
| EMQ | EMQ040 | Question “How many jobs {do you/does {NAME}} have now?”_x000D_ _x000D_ Pre-unit “Jobs:”_x000D_ _x000D_ Watermark “Number of jobs” |
Parents’ current employment | P-RQ1, P-RQ2 | Yes | Dropped to ask employment the same as spring K national. | ||||||
| EMQ | EMQ050 | Question “About how many total hours per week {do you/does {NAME}} usually work for pay{, counting {both jobs/all{#} jobs}?” _x000D_ _x000D_ InstResp “If hours vary, provide average hours per week.”_x000D_ _x000D_ Pre-unit “Hours:”_x000D_ _x000D_ Watermark “Hours per week” |
Parents’ work schedule | P-RQ1, P-RQ2 | Yes | Dropped to ask employment the same as spring K national. | ||||||
| EMQ | EMQ060 | Question “{Have you/Has {NAME}} been actively looking for work in the past 4 weeks?”_x000D_ _x000D_ Inst Resp “By actively looking for work, we mean activities such as checking with a public employment agency, a private employment agency, or an employer directly; checking about jobs with friends or relatives; placing or answering ads; sending/submitting a resume or filling out applications; contacting a school or university employment center; or checking a union or professional register.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Looking for work | P-RQ1, P-RQ2 | Yes | Dropped to ask employment the same as spring K national. | ||||||
| EMQ | EMQ070 | Question “What {have you/has {NAME}} been doing in the past 4 weeks to find work?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Checked with public employment agency_x000D_ 2. Checked with private employment agency_x000D_ 3. Checked with employer directly/sent resume_x000D_ 4. Checked with friends or relatives_x000D_ 5. Placed or answered ads/sent resume/applications_x000D_ 6. Contacted school/university employment center_x000D_ 7. Checked a union register or professional register_x000D_ 8. Attended job training_x000D_ 9. Read want-ads/Internet search_x000D_ 91. Something else (Please specify):_x000D_ |
Looking for work | P-RQ1, P-RQ2 | Yes | Dropped to ask employment the same as spring K national. | ||||||
| EMQ | EMQ070OS | Other specify for looking for work | P-RQ1, P-RQ2 | Yes | Dropped to ask employment the same as spring K national. | |||||||
| EMQ | EMQ080 | Question “What {were you/was {NAME}} doing most of last week?” _x000D_ _x000D_ InstResp “If you did more than one of the following last week, please select the one you did the most.”_x000D_ ----_x000D_ 1. Keeping house or caring for children or other family members_x000D_ 2. Going to school_x000D_ 3. Retired_x000D_ 4. Unable to work_x000D_ 91. Something else (Please specify):_x000D_ |
Availability for work | P-RQ1, P-RQ2 | Yes | Dropped to ask employment the same as spring K national. | ||||||
| EMQ | EMQ080OS | Other specify for availability for work | P-RQ1, P-RQ2 | Yes | Dropped to ask employment the same as spring K national. | |||||||
| EMQ | EMQ100 | Question “Could {you/{NAME}} have taken a job last week if one had been offered?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Availability for work | P-RQ1, P-RQ2 | Yes | Dropped to ask employment the same as spring K national. | ||||||
| EMQ | EMQ120 | Question “For whom {do/does/did} {you/{NAME}} work {when {you/{he/she}} last worked}? _x000D_ _x000D_ InstResp “Please type the name of the company, business, organization, or other employer. {If {you/{NAME}} {work/works} more than one current job, type the one at which {you spend/{NAME} spends} the most time.}_x000D_ _x000D_ Pre-unit “Name:”_x000D_ _x000D_ Watermark “Enter employer name” |
Occupation and industry | P-RQ1, P-RQ2 | Yes | Dropped to ask employment the same as spring K national. | ||||||
| Occupation and industry | P-RQ1, P-RQ2 | EMQ125 | Question “{What is {your/{INITIALS/NAME}’s} current/In {your/{INITIALS/NAME}’s} most recent job, what was {your/{INITIALS/NAME}’s}} job title (for example, 4th-grade teacher, apprentice plumber)?_x000D_ _x000D_ If {you/{INITIALS/NAME}} {have/has/had} more than one job, describe the one at which {you/{INITIALS/NAME}} {work/works/worked} the most hours._x000D_ _x000D_ Start by typing the job title and select the closest match from the options returned. If you are unable to find a close match for {your/{INITIALS/NAME}’s} job title, click “Job title not listed.””_x000D_ _x000D_ “Job title not listed.” |
Occupation and industry | P-RQ1, P-RQ2 | Yes | Added to ask occupation the same as spring K national. | |||||
| Occupation and industry | P-RQ1, P-RQ2 | EMQ125b | Question “{Your/{INITIALS/NAME}’s} job title could be classified into more than one category. _x000D_ _x000D_ Please scroll down and select the specific category that best describes {your/{INITIALS/NAME}’s} job._x000D_ _x000D_ Specific Area:” Watermark : "Select one" |
Occupation and industry | P-RQ1, P-RQ2 | Yes | Added to ask occupation the same as spring K national. | |||||
| Occupation and industry | P-RQ1, P-RQ2 | EMQ126 | Question “Please help us categorize {your/{INITIALS/NAME}’s} {current/most recent} job using the dropdown boxes displayed. Scrolling down each dropdown, click to select the category that best describes your occupation area and classification." _x000D_ General Area:” Watermark : "Select one" |
Occupation and industry | P-RQ1, P-RQ2 | Yes | Added to ask occupation the same as spring K national. | |||||
| Occupation and industry | P-RQ1, P-RQ2 | EMQ127 | Question “{Your/{INITIALS/NAME}’s} job title could be classified into more than one category. _x000D_ _x000D_ Please scroll down and select the specific category that best describes {your/{INITIALS/NAME}’s} job._x000D_ _x000D_ Specific Area:” Watermark : "Select one" |
Occupation and industry | P-RQ1, P-RQ2 | Yes | Added to ask occupation the same as spring K national. | |||||
| Occupation and industry | P-RQ1, P-RQ2 | EMQ128 | Question “Detailed Occupation Classification:” Watermark : "Select one" |
Occupation and industry | P-RQ1, P-RQ2 | Yes | Added to ask occupation the same as spring K national. | |||||
| Occupation and industry | P-RQ1, P-RQ2 | EMQ129 | Question “What {are/were} {your/{INITIALS/NAME}}’s job duties {as a/an {JOB TITLE FROM EMQ125}} (for example, instruct and evaluate students and create lesson plans; assemble and install pipe sections and review building plans for work details)?” | Occupation and industry | P-RQ1, P-RQ2 | Yes | Added to ask occupation the same as spring K national. | |||||
| EMQ | EMQ130 | Question “What kind of business or industry {is/was} this?” _x000D_ _x000D_ InstResp “Please describe what they make or do. For example, TV and radio manufacturing, retail shoe store, state labor department, farming.”_x000D_ _x000D_ Pre-unit “Business or industry:”_x000D_ _x000D_ Watermark “Enter industry description” |
Occupation and industry | P-RQ1, P-RQ2 | Yes | Dropped to ask occupation the same as spring K national. | ||||||
| EMQ | EMQ140 | Question “What kind of work {are/is/were/was} {you/{NAME}} doing?” _x000D_ _x000D_ InstResp “Please type what {your/{NAME}'s} job {is/was} called. For example, electrical engineer, stock clerk, administrative assistant, or farmer.”_x000D_ _x000D_ Pre-unit “Title:”_x000D_ _x000D_ Watermark “Enter job title” |
Occupation and industry | P-RQ1, P-RQ2 | Yes | Dropped to ask occupation the same as spring K national. | ||||||
| EMQ | EMQ150 | Question “What {are/is/were/was} {your/{NAME}'s} most important activities or duties on this job? What {do/does/did} {you/{NAME}} actually do at this job?”_x000D_ _x000D_ InstResp “For example, word processing, keeping account books, filing, selling cars, operating a printing press, finishing concrete.”_x000D_ _x000D_ Pre-unit “Duties:”_x000D_ _x000D_ Watermark “Enter job duties” |
Occupation and industry | P-RQ1, P-RQ2 | Yes | Dropped to ask occupation the same as spring K national. | ||||||
| Work history | P-RQ1, P-RQ2 | EMQ160 | Question “At any point since the start of the pandemic, please indicate whether or not {you/{INITIALS/NAME}} had to do any of the following as a result of the coronavirus pandemic. Please select all that apply.” ----_x000D_ 1. Work more than desired_x000D_ 2. Work less than desired_x000D_ 3. Take a job outside regular line of work_x000D_ 4. Take a less desirable job_x000D_ 5. Put off enrolling for additional education_x000D_ 6. Look for additional education or training_x000D_ 7. None of the above |
Work history | P-RQ1, P-RQ2 | Yes | Added to ask work history the same as spring K national. | |||||
| EMQ | EMQ210 | Question “Since {CHILD} was born, {have you/has {NAME}} served on active duty in the U.S. Armed Forces, military Reserves, or National Guard?” _x000D_ _x000D_ InstResp “Active duty does not include training for the Reserves or National Guard, but does include activation, for example, for wars or help with national emergencies.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Active duty military service | P-RQ1, P-RQ2 | Yes | Revising to be in keeping with how these were asked in kindergarten, combining into a single question EMQ215. | ||||||
| EMQ | EMQ215 | Question “{Are you/Is {NAME}} currently on active duty in the U.S. Armed Forces, military Reserves, or National Guard?”_x000D_ _x000D_ InstResp “Active duty does not include training for the Reserves or National Guard, but does include activation, for example, for wars or help with national emergencies.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Active duty military service | P-RQ1, P-RQ2 | EMQ215 | {Are you/Is {NAME}} currently on active duty in the U.S. Armed Forces, military Reserves, or National Guard?_x000D_ _x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Active duty military service | P-RQ1, P-RQ2 | ||||
| WPQ | WPQ170 | Question “Does {CHILD} receive complete school lunches for free or reduced price at school?”_x000D_ _x000D_ InstResp “By complete school lunch, we mean a complete meal such as a salad, soup, a sandwich, or a hot meal that is offered each day at a fixed price, not just milk, snacks, or ice cream. This does not include a lunch {he/she} brought from home.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 | WPQ170 | Question “Does {CHILD} usually receive a complete school lunch provided by the school?” ---- 1. Yes 2. No |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 | Yes | Revised based on feedback from cosponsor USDA to simplify. | ||
| WPQ | WPQ180 | Question “Are these lunches free or reduced price?”_x000D_ ----_x000D_ 1. Free_x000D_ 2. Reduced price_x000D_ |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 | WPQ180 | Question “Are these lunches free or reduced price?” ---- 1. Free 2. Reduced price 3. Neither |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 | Yes | Revised based on feedback from cosponsor USDA to allow for a response of "neither." | ||
| WPQ186 | Question “During the last five days {CHILD} was in school, how many school lunches did {he/she/they} receive?” Pre-unit “Lunches:” Watermark “Number of lunches” |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 | Yes | Added based on feedback from cosponsor USDA to collect inforamtion on the number of lunches. | |||||||
| WPQ | WPQ200 | Question “Does {CHILD}'s school offer breakfast for its students?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 | Yes | Revised based on feedback from cosponsor USDA to make the breakfast questions in parallel to the lunch questions. Also, parents may not be the best reporter of whether this is offered by the school. The school administrator survey collects inforamtion about this program within the school. |
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| WPQ | WPQ210 | Question “Does {CHILD} usually receive a breakfast provided by the school?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 | WPQ210 | Question “Does {CHILD} usually receive a breakfast provided by the school?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 | Yes | Added based on feedback from cosponsor USDA. | ||
| WPQ | WPQ215 | Question “Does {CHILD} receive free or reduced price breakfasts at school?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 | WPQ215 | Question “Are these breakfasts free or reduced price?” ---- 1. Free 2. Reduced price 3. Neither |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 | Yes | Revised based on feedback from cosponsor, revised response options to combine WPQ215 and WPQ216. | ||
| WPQ | WPQ216 | Question “Are these breakfasts free or reduced price?”_x000D_ ----_x000D_ 1. Free_x000D_ 2. Reduced price_x000D_ |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 | Yes | Revised based on feedback from cosponsor USDA to combine this into WPQ215. | ||||||
| WPQ | WPQ220 | Question “During the last five days {CHILD} was in school, how many school breakfasts did {he/she} receive?”_x000D_ _x000D_ Pre-unit “Breakfasts:”_x000D_ _x000D_ Watermark “Number of breakfasts” |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 | WPQ220 | Question “During the last five days {CHILD} was in school, how many school breakfasts did {he/she/they} receive?”_x000D_ _x000D_ Pre-unit “Breakfasts:”_x000D_ _x000D_ Watermark “Number of breakfasts” |
Participation in Federal School Lunch or Breakfast Program | P-RQ2, P-RQ5 | Yes | To be more inclusive, allowed for a third option for gender. | ||
| PAQ | PAQ110 | Question “In studies like this, households are sometimes grouped according to income. What was the total income of all persons in your household over the past year, including salaries or other earnings, interest, retirement, and so on for all household members?”_x000D_ ----_x000D_ 1. $5,000 or less_x000D_ 2. $5,001 to $10,000_x000D_ 3. $10,001 to $15,000_x000D_ 4. $15,001 to $20,000_x000D_ 5. $20,001 to $25,000_x000D_ 6. $25,001 to $30,000_x000D_ 7. $30,001 to $35,000_x000D_ 8. $35,001 to $40,000_x000D_ 9. $40,001 to $45,000_x000D_ 10. $45,001 to $50,000_x000D_ 11. $50,001 to $55,000_x000D_ 12. $55,001 to $60,000_x000D_ 13. $60,001 to $65,000_x000D_ 14. $65,001 to $70,000_x000D_ 15. $70,001 to $75,000_x000D_ 16. $75,001 to $100,000_x000D_ 17. $100,001 to $200,000_x000D_ 18. $200,001 or more_x000D_ |
Total family income for the year | P-RQ1, P-RQ2, P-RQ5 | PAQ110 | Question “In studies like this, households are sometimes grouped according to income. What was the total income of all persons in your household over the past year, including salaries or other earnings, interest, retirement, and so on for all household members?”_x000D_ ----_x000D_ 1. $5,000 or less_x000D_ 2. $5,001 to $10,000_x000D_ 3. $10,001 to $15,000_x000D_ 4. $15,001 to $20,000_x000D_ 5. $20,001 to $25,000_x000D_ 6. $25,001 to $30,000_x000D_ 7. $30,001 to $35,000_x000D_ 8. $35,001 to $40,000_x000D_ 9. $40,001 to $45,000_x000D_ 10. $45,001 to $50,000_x000D_ 11. $50,001 to $55,000_x000D_ 12. $55,001 to $60,000_x000D_ 13. $60,001 to $65,000_x000D_ 14. $65,001 to $70,000_x000D_ 15. $70,001 to $75,000_x000D_ 16. $75,001 to $100,000_x000D_ 17. $100,001 to $200,000_x000D_ 18. $200,001 to $300,000_x000D_ 19. $300,001 or more_x000D_ |
Total family income for the year | P-RQ1, P-RQ2, P-RQ5 | Yes | Revised to be like spring K national (added category 19). | ||
| PAQ | PAQ120 | Question “What was your total household income last year, to the nearest thousand?”_x000D_ _x000D_ Pre-unit “Total income:”_x000D_ _x000D_ Watermark “Enter number” |
Total family income for the year | P-RQ1, P-RQ2, P-RQ5 | PAQ120 | Question “What was your total household income last year, to the nearest thousand?”_x000D_ _x000D_ Pre-unit “Total income:”_x000D_ _x000D_ Watermark “Enter number” |
Total family income for the year | P-RQ1, P-RQ2, P-RQ5 | ||||
| PAQ | PAQ121 | Question “Did you use a voucher provided by the government to attend {his/her} current school?” _x000D_ _x000D_ SaVisible "True"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ DON'T KNOW |
Use of a government voucher to attend school | P-RQ3, P-RQ4 | PAQ121 | Question “Did you use a voucher provided by the government to attend this school?” SaVisible "True" ---- 1. Yes 2. No DON'T KNOW |
Use of a government voucher to attend school | P-RQ3, P-RQ4 | Yes | Revised to be "this school" instead of using child's pronouns. | ||
| PAQ | PAQ138 | Question “Since {CHILD} was born, have you had to move from your home because you couldn’t afford it?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Whether the family has had to leave their home because they could not afford it | P-RQ2, P-RQ5 | PAQ138 | Question “Since {CHILD} was born, have you had to move from your home because you couldn’t afford it?” ---- 1. Yes 2. No |
Whether the family has had to leave their home because they could not afford it | P-RQ2, P-RQ5 | ||||
| CMQ | CMQ010 | Question "Since {CHILD} was born, how many different places has {CHILD} lived for four months or more?”_x000D_ _x000D_ InstResp “Enter zero if {CHILD} did not live anywhere since {CHILD} was born for four months or more.”_x000D_ _x000D_ Watermark “Number of places” |
Number of places lived | P-RQ2, P-RQ5 | CMQ010 | Question "Since {CHILD} was born, how many different places has {CHILD} lived for four months or more?” InstResp “Enter zero if {CHILD} did not live anywhere since {CHILD} was born for four months or more.” Watermark “Number of places” |
Number of places lived | P-RQ2, P-RQ5 | ||||
| CMQ | CMQ020 | Question "Why did you move?”_x000D_ _x000D_ InstResp "Select all that apply. Please select reasons for all moves since {CHILD} was born."_x000D_ ----_x000D_ 1. So child could go to a better school_x000D_ 2. Bought a house_x000D_ 3. Moved to be nearer job; job-related reasons_x000D_ 4. Moved to nicer apartment/house_x000D_ 5. Moved to safer area, crime-related reasons_x000D_ 6. Moved to less expensive living quarters_x000D_ 7. Bank had to buy back the home (foreclosed)_x000D_ 8. Was evicted, could not pay rent in previous residence_x000D_ 9. Old house/apartment was damaged_x000D_ 10. Moved because of marital separation, divorce, death in family_x000D_ 91. Other (Please specify):_x000D_ |
Why the family moved | P-RQ2, P-RQ5 | Yes | Dropped to focus on CMQ010. | ||||||
| CMQ | CMQ020OS | Other specify for why the family moved | P-RQ2, P-RQ5 | Yes | Dropped to focus on CMQ010. | |||||||
| CMQ | CMQ021a | Question "How long has {CHILD} lived in {his/her} current residence?”_x000D_ _x000D_ Watermark “Years” |
Length of time at current residence | P-RQ2, P-RQ5 | Yes | Dropped to focus on CMQ010. | ||||||
| CMQ | CMQ021b | Pre-unit “Months:”_x000D_ _x000D_ Watermark “Months” |
Length of time at current residence | P-RQ2, P-RQ5 | Yes | Dropped to focus on CMQ010. | ||||||
| CMQ | CMQ022 | Question "In case we contact you for the next survey two years from now, we would like to ask a few questions about how to reach you.”_x000D_ _x000D_ InstResp “Select Next to continue.” |
Introduction to contact information | NA | Yes | Dropped to focus on CMQ010. | ||||||
| CMQ | CMQ026a | Question "Please enter your contact information. _x000D_ _x000D_ Email Address:"_x000D_ _x000D_ Watermark “name@domain.com” |
Email address | NA | Yes | Dropped to focus on CMQ010. | ||||||
| CMQ | CMQ026b | Question "Or_x000D_ _x000D_ Mobile Number:" |
Telephone number | NA | Yes | Dropped to focus on CMQ010. | ||||||
| CMQ | CMQ060 | Question “Is there a second phone number, such as a work number or a friend or relative's number, where you can sometimes be reached?”_x000D_ _x000D_ InstResp "We will only contact this number if we cannot locate you for the next survey."_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Telephone number | NA | Yes | Dropped to focus on CMQ010. | ||||||
| CMQ | CMQ100 | Question “We have recorded {PHONE NUMBER} as a second phone number where you can sometimes be reached. Is this the right number?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Telephone number | NA | CMQ100 | Question "Is there a relative or friend, who does not live in this household, who will always know where you are if you move? We will only contact this person if we cannot locate you for the next survey." 1. Yes 2. No |
Telephone number | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||
| Contact persons to locate the parent | NA | CMQ110a | Question “What is the contact information for that person?_x000D_ _x000D_ First Name:” |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ110b | Question “Last Name:” | Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ110c1 | Question "Email Address:"_x000D_ _x000D_ Watermark "name@domain.com" |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ110c2 | Question "Mobile Number:”_x000D_ _x000D_ “This person doesn't have a mobile phone.” |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ110c3 | Question "Landline Number:"_x000D_ _x000D_ “This person doesn't have a landline phone.” |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ110d1 | Question "Please enter the mailing address:"_x000D_ _x000D_ Address Line 1:" |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ110d2 | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ110e | Question "City:" | Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ110f | Question "Please select a state, district, or territory:" _x000D_ Watermark “Select a state” |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ110g | Question "ZIP code:" DON'T KNOW |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ110h | Question "What is this person’s relationship to you?"_x000D_ ----_x000D_ 1. Relative_x000D_ 2. Person at your job_x000D_ 3. Neighbor_x000D_ 4. Friend_x000D_ 5. Other_x000D_ |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ130 | Question “Besides {{FIRST NAME}/the person you just gave contact information for}, is there another relative or friend, who does not live in this household, but who will always know where you are if you move?”_x000D_ _x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ140a | Question “What is the contact information for that person?_x000D_ _x000D_ First Name: " |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ140b | Question "Last Name:" | Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ140c1 | Question "Email Address:"_x000D_ _x000D_ Watermark "name@domain.com" |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ140c2 | Question "Mobile Number:”_x000D_ _x000D_ “This person doesn't have a mobile phone.” |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ140c3 | Question "Landline Number:"_x000D_ _x000D_ “This person doesn't have a landline phone.” |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ140d1 | Question "Please enter the mailing address:"_x000D_ _x000D_ Address Line 1:" |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ140d2 | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ140e | Question "City:" | Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ140f | Question "Please select a state, district, or territory:" _x000D_ Watermark “Select a state” |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ140g | Question "ZIP code:" DON'T KNOW |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ140h | Question "What is this person’s relationship to you?"_x000D_ ----_x000D_ 1. Relative_x000D_ 2. Person at your job_x000D_ 3. Neighbor_x000D_ 4. Friend_x000D_ 5. Other_x000D_ |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| CMQ | CMQ140 | Question "What is that telephone number?_x000D_ _x000D_ Enter {new} second telephone number:”_x000D_ _x000D_ InstResp “If it is a mobile phone number, message and data rates may apply.” |
Telephone number | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||||||
| CMQ | CMQ140b | Question "Please enter an extension if there is one._x000D_ _x000D_ Extension” |
Telephone number | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||||||
| CMQ | CMQ150 | Question “Where is this telephone located or to whom does this number belong?”_x000D_ ----_x000D_ 1. Office/place of business_x000D_ 2. Relative (Please specify):_x000D_ 3. Neighbor (Please specify):_x000D_ 4. Friend (Please specify):_x000D_ 5. Mobile phone_x000D_ 6. Home phone/landline_x000D_ 7. Other (Please specify):_x000D_ |
Telephone number | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||||||
| CMQ | CMQ150OS | InstResp “{Please provide the name of the {relative/neighbor/friend/other location or person}.}” | Other specify for telephone number | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||||||
| Contact persons to locate the parent | NA | CMQ170a | Question “What is the contact information for {CHILD}'s {biological female parent/ {or} biological male parent/{or} biological parent of another gender/ {or} adoptive female parent / {or} adoptive male parent/{or} adoptive parent of another gender}?_x000D_ _x000D_ First Name:"_x000D_ _x000D_ "I already provided this contact information." _x000D_ _x000D_ "Don't know"_x000D_ _x000D_ "Rather not answer" |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ170b | Question "Last Name:" | Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ170c1 | Question "Email Address:"_x000D_ _x000D_ Watermark "name@domain.com" |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ170c2 | Question "Mobile Number:”_x000D_ _x000D_ “This person doesn't have a mobile phone.” |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ170c3 | Question "Landline Number:"_x000D_ _x000D_ “This person doesn't have a landline phone.” |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ170d1 | Question "Please enter the mailing address:"_x000D_ _x000D_ Address Line 1:" |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ170d2 | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ170e | Question "City:" | Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ170f | Question "Please select a state, district, or territory:" _x000D_ Watermark “Select a state” |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ170g | Question "ZIP code:" DON'T KNOW |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ170h | Question "Please confirm this person’s relationship to {CHILD} by selecting a choice below."_x000D_ ----_x000D_ 1. {Biological female parent}_x000D_ 2. {Biological male parent}_x000D_ 3. {Biological parent of another gender}_x000D_ 4. {Adoptive female parent}_x000D_ 5. {Adoptive male parent}_x000D_ 6. {Adoptive parent of another gender}_x000D_ 7. Other_x000D_ |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| CMQ | CMQ200 | Question “We have recorded that {NAME OF RELATIVE/FRIEND}_x000D_ _x000D_ at {EMAIL ADDRESS}_x000D_ _x000D_ on_x000D_ {STREET ADDRESS, LINE 1}_x000D_ {STREET ADDRESS, LINE 2}_x000D_ {CITY}_x000D_ {STATE}_x000D_ {ZIP CODE}_x000D_ _x000D_ will always know where you are if you move. Is this still true?”_x000D_ _x000D_ InstResp “We will only contact this person if we cannot locate you for the next survey.”_x000D_ ----_x000D_ 1. Yes - no correction needed_x000D_ 2. Yes - minor corrections needed_x000D_ 3. No_x000D_ |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||||||
| CMQ | CMQ205 | Question “Is there {another/a} relative or friend, who does not live in this household, who will always know where you are if you move?”_x000D_ _x000D_ InstResp “We will only contact this person if we cannot locate you for the next survey.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||||||
| CMQ | CMQ210a | Question “Please {enter/correct/enter new} contact information for that person._x000D_ _x000D_ First Name: " |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||||||
| CMQ | CMQ210b | Question Last Name:" | Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||||||
| CMQ | CMQ210c | Question Email Address:"_x000D_ _x000D_ Watermark "name@domain.com" |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||||||
| CMQ | CMQ210d1 | Question " Mailing address:_x000D_ _x000D_ Address Line 1:" |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||||||
| CMQ | CMQ210d2 | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||||||
| CMQ | CMQ210e | Question “City:" | Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||||||
| CMQ | CMQ210f | Question “State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark “Select a state” |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||||||
| CMQ | CMQ210g | Question "ZIP code:" | Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||||||
| CMQ | CMQ210h | Question “Please {enter/correct} person’s relationship to you:"_x000D_ ----_x000D_ 1. Relative_x000D_ 2. Person at your job_x000D_ 3. Neighbor_x000D_ 4. Friend_x000D_ 5. Other_x000D_ |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||||||
| CMQ | CMQ300 | We have also recorded that {NAME OF RELATIVE/FRIEND} _x000D_ _x000D_ at {EMAIL ADDRESS} _x000D_ _x000D_ on_x000D_ {STREET ADDRESS, LINE 1}_x000D_ {STREET ADDRESS, LINE 2}_x000D_ {CITY}_x000D_ {STATE}_x000D_ {ZIP CODE} _x000D_ _x000D_ will always know where you are if you move. Is this still true?_x000D_ _x000D_ InstResp “We will only contact this person if we cannot locate you for the next survey.”_x000D_ ----_x000D_ 1. Yes - no correction needed_x000D_ 2. Yes - minor corrections needed_x000D_ 3. No_x000D_ |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||||||
| CMQ | CMQ305 | Question “Besides {PERSON FROM PRELOAD/PERSON AT CMQ210a}, is there another relative or friend, who does not live in this household, who will always know where you are if you move?”_x000D_ _x000D_ InstResp “We will only contact this person if we cannot locate you for the next survey.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||||||
| CMQ | CMQ310a | Question “Please {enter/correct/enter new} contact information for that person._x000D_ _x000D_ First Name:” |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||||||
| CMQ | CMQ310b | Question “Last Name:” | Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||||||
| CMQ | CMQ310c | Question “Email address:”_x000D_ _x000D_ Watermark “name@domain.com” |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||||||
| CMQ | CMQ310d1 | Question “Mailing address:_x000D_ _x000D_ Address Line 1:” |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||||||
| CMQ | CMQ310d2 | Question “Address Line 2:”_x000D_ _x000D_ Watermark “Apartment number” |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||||||
| CMQ | CMQ310e | Question “City:” | Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||||||
| CMQ | CMQ310f | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark “Select a state” |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||||||
| CMQ | CMQ310g | Question "ZIP code:" | Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||||||
| CMQ | CMQ310h | Question “Please {enter/correct } person's relationship to you:”_x000D_ ----_x000D_ 1. Relative_x000D_ 2. Person at your job_x000D_ 3. Neighbor_x000D_ 4. Friend_x000D_ 5. Other_x000D_ |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | ||||||
| Contact persons to locate the parent | NA | CMQ500 | Question “Are you, or is someone else, planning to move to a new home with {CHILD} in the coming year?" ---- 1. Yes 2. No |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ505a1 | Question "Please enter what {CHILD}’s new address will be. Address Line 1: " |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ505a2 | Question "Address Line 2:"_x000D_ _x000D_ Watermark “Apartment number" |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ505b | Question "City:" | Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ505c | Question "Please select a state, district, or territory:" _x000D_ Watermark “Select a state” |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ505d | Question "ZIP code:" DON'T KNOW |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ510 | Question “In the 2025-26 school year, what school will {CHILD} attend?” SaVisible “True” ---- 1. The same school that {CHILD} attends now 2. A new school 3. {CHILD} will be homeschooled INSTEAD of attending a school DON'T KNOW |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ520 | Question “Will {CHILD} go to a public or private school during the 2024-25 school year?” SaVisible “True” ---- 1. Public 2. Private DON'T KNOW |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ525 | Question "Please enter the full name of the school that {CHILD} will attend." | Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ525b | Question "Where is the school located?_x000D_ _x000D_ City: " |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ525c | Question "Please select a state, district, or territory:" _x000D_ Watermark “Select a state” |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ525d | Question "ZIP Code:" DON'T KNOW |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ525e | Question "What is the county for the school?"_x000D_ _x000D_ Start by typing the first letter of the county name. If you find a match in the list, select it from the list. If you don’t find a match, select “Not on list.”_x000D_ _x000D_ County: "_x000D_ _x000D_ “Not on list.” _x000D_ _x000D_ "Don't know" |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| Contact persons to locate the parent | NA | CMQ525eOS | Question “County"_x000D_ _x000D_ Watermark “Enter county" |
Contact persons to locate the parent | NA | Yes | Revised CMQ series (resulting in additions, drops, and revisions) to be consistent with CMQ series in spring K national. | |||||
| CMQ | CMQ800 | Question "Thank you very much for taking the time to participate in the Early Childhood Longitudinal Study. Please select "Finish" to return to the MyECLS website. This will save your responses and keep them secure.” | Thank you before contacting alternate respondent | NA | CMQ800 | Question "Thank you very much for taking the time to participate in the Early Childhood Longitudinal Study. Please select "Finish" to return to the MyECLS website. This will save your responses and keep them secure.” | Thank you before contacting alternate respondent | NA | ||||
| CMQ | CMQ805 | Question "Thank you very much for taking the time to participate in the Early Childhood Longitudinal Study. Please select "Finish" to complete the survey and return to the MyECLS website. This will save your responses and keep them secure." | Thank you to respondent | NA | CMQ805 | Question "Thank you very much for taking the time to participate in the Early Childhood Longitudinal Study. Please select "Finish" to complete your survey and return to the MyECLS website. This will save your responses and keep them secure." | Thank you to respondent | NA | ||||
| CFQ300 | Question “How much time {do you/does {NAME}} or another adult male in your home spend playing with {CHILD} on a typical school day?” 0. No time 1. Less than 5 minutes 2. 5 - 9 minutes 3. 10 - 15 minutes 4. 16 - 30 minutes 5. 31 - 45 minutes 6. 46 minutes to one hour 7. More than one hour, but less than 2 hours 8. Two hours or more, but less than three hours 9. Three hours or more |
Yes | Construct of interest but not a priority for first grade, may ask in third grade. |
| Section | FT Item # | FT Item Wording | FT Construct | FT Research Question | S1 National Item # | S1 National Item Wording | S1 National Construct | S1 National Research Question | Added | Dropped | Changed | Rationale for additions, drops, or changes |
| TQA | A1 | Question: “The first several questions pertain to your roles and responsibilities as a teacher. Which of the following describes the kindergarten class or classes you currently teach?” InstResp “Select all that apply.” ---- 1. Full-day 2. Morning half-day class 3. Afternoon half-day class 4. One class, some children stay for a full-day, some for a half-day |
Class time (full/half day, hours per day, days per week) | T-RQ1 | CSA010 | Question: “The first several questions pertain to your roles and responsibilities as a teacher. Which of the following describes the kindergarten class or classes you currently teach?” InstResp “Select all that apply.” ---- 1. Full-day 2. Morning half-day class 3. Afternoon half-day class 4. One class, some children stay for a full-day, some for a half-day |
Class time (full/half day, hours per day, days per week) | T-RQ1 | ||||
| TQA | A2a | Question: “We would like to start by asking about the characteristics of the students in your class(es). As of today’s date, how many children?”_x000D_ _x000D_ “Are currently enrolled in your {full-day class/morning class/afternoon class}?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
CSA070a | Question: “We would like to start by asking about the characteristics of the students in your class(es). As of today’s date, how many children:” “Are currently enrolled in your {full-day class/morning class/afternoon class}?” Pre-unit: “Number:” Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
||||
| TQA | A2b | Question: “Have joined your {full-day class/morning class/afternoon class} since the beginning of the school year?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of students who enter or leave during the school year | T-RQ2 |
CSA070b | Question: “Have joined your {full-day class/morning class/afternoon class} since the beginning of the school year?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of students who enter or leave during the school year | T-RQ2 |
||||
| TQA | A2c | Question: “Have left your {full-day class/morning class/afternoon class} since the beginning of the school year?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of students who enter or leave during the school year | T-RQ2 |
CSA070c | Question: “Have left your {full-day class/morning class/afternoon class} since the beginning of the school year?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of students who enter or leave during the school year | T-RQ2 |
||||
| TQA | A3a | Question: “How many children in your {full-day class/morning class/afternoon class} have the following characteristics?_x000D_ _x000D_ Are classified as Gifted and Talented”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children in the classroom receiving special services or in special programs (e.g., special education services, a gifted and talented program, remedial services) | T-RQ2 |
CSA500a | Question: “How many children in your {full-day class/morning class/afternoon class} have the following characteristics?_x000D_ _x000D_ Are classified as Gifted and Talented”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children in the classroom receiving special services or in special programs (e.g., special education services, a gifted and talented program, remedial services) | T-RQ2 |
||||
| TQA | A3b | Question: “Are participating in a Gifted and Talented program”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children in the classroom receiving special services or in special programs (e.g., special education services, a gifted and talented program, remedial services) | T-RQ2 |
CSA500b | Question: “Are participating in a Gifted and Talented program”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children in the classroom receiving special services or in special programs (e.g., special education services, a gifted and talented program, remedial services) | T-RQ2 |
||||
| TQA | A3c | Question: “Are below grade level in their (English) language arts skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
CSA500c | Question: “Are below grade level in their (English) language arts skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
||||
| TQA | A3d | Question: “Are about on grade level in their (English) language arts skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
CSA500d | Question: “Are about on grade level in their (English) language arts skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
||||
| TQA | A3e | Question: “Are above grade level in their (English) language arts skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
CSA500e | Question: “Are above grade level in their (English) language arts skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
||||
| TQA | A3f | Question: “Are below grade level in their mathematics skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
CSA500f | Question: “Are below grade level in their mathematics skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
||||
| TQA | A3g | Question: “Are about on grade level in their mathematics skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
CSA500g | Question: “Are about on grade level in their mathematics skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
||||
| TQA | A3h | Question: “Are above grade level in their mathematics skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
CSA500h | Question: “Are above grade level in their mathematics skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
||||
| TQA | A4a | Question: “How many children in your {full-day class/morning class/afternoon class} are tardy, on an average day?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
CSA510a | Question: “How many children in your {full-day class/morning class/afternoon class} are tardy, on an average day?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
||||
| TQA | A4b | Question: “How many children in your {full-day class/morning class/afternoon class} are absent, on an average day?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children tardy or absent on an average day | T-RQ2 |
CSA510b | Question: “How many children in your {full-day class/morning class/afternoon class} are absent, on an average day?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children tardy or absent on an average day | T-RQ2 |
||||
| TQA | A5 | Question “During this school year, approximately what percentage of students in your {full-day class/morning class/afternoon class} that you teach have experienced housing insecurity or homelessness?”_x000D_ _x000D_ InstResp “Please enter the total as a number or percent."_x000D_ _x000D_ Watermark “Enter percentage”_x000D_ _x000D_ “Don’t know” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness or housing insecurity | T-RQ8 | Yes | This item was dropped to be consistent with Spring K | ||||||
| TQA | A6a | Question: “How many children in your {full-day class/morning class/afternoon class} have a diagnosed disability and need special health or educational accommodations or services?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
CSA520a | Question: “How many children in your {full-day class/morning class/afternoon class} have a diagnosed disability and need special health or educational accommodations or services?” Pre-unit: “Number:” Watermark: “Enter number” DISPLAY INSTRUCTIONS: DISPLAY ALL ITEMS CSA520A – C ON ONE SCREEN IN A GRID. ONLY DISPLAY ITEMS CSA520B AND CSA520C IF CSA520A IS GREATER THAN 0. |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
yes | This item was changed to include a conditional display. | ||
| TQA | A6b | Question: “How many of those children with a diagnosed disability in your {full-day class/morning class/afternoon class} are currently receiving special health or educational accommodations for their disabilities, for example, speech therapy, assistance by an aide in the classroom, or testing accommodations?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
CSA520b | Question: “How many of those children with a diagnosed disability in your {full-day class/morning class/afternoon class} are currently receiving special health or educational accommodations for their disabilities, for example, speech therapy, assistance by an aide in the classroom, or testing accommodations?” Pre-unit: “Number:” Watermark: “Enter number” DISPLAY INSTRUCTIONS: DISPLAY ALL ITEMS CSA520A – C ON ONE SCREEN IN A GRID. ONLY DISPLAY ITEMS CSA520B AND CSA520C IF CSA520A IS GREATER THAN 0. |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
yes | This item was changed to include a conditional display. | ||
| TQA | A6c | Question: “How many of those children with a diagnosed disability in your {full-day class/morning class/afternoon class} need more help than they are currently receiving?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
CSA520c | Question: “How many of those children with a diagnosed disability in your {full-day class/morning class/afternoon class} need more help than they are currently receiving?” Pre-unit: “Number:” Watermark: “Enter number” DISPLAY INSTRUCTIONS: DISPLAY ALL ITEMS CSA520A – C ON ONE SCREEN IN A GRID. ONLY DISPLAY ITEMS CSA520B AND CSA520C IF CSA520A IS GREATER THAN 0. |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
yes | This item was changed to include a conditional display. | ||
| TQA | A6d | Question: “How many of these children in your {full-day class/morning class/afternoon class} have the following diagnosed disabilities?_x000D_ _x000D_ Speech or language impairments”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A6e | Question: “Specific learning disabilities”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A6f | Question: “Emotional disturbances”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A6g | Question: “Intellectual disability”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A6h | Question: “Developmental delay”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A6i | Question: “{Continued} How many of these children in your {full-day class/morning class/afternoon class} have the following diagnosed disabilities?_x000D_ _x000D_ Vision impairments (including blindness)”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A6j | Question: “How many of these children in your {full-day class/morning class/afternoon class} have the following diagnosed disabilities?_x000D_ _x000D_ Hearing impairments (including deafness)”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A6k | Question: “Orthopedic impairments”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A6l | Question: “Other health impairments”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A6m | Question: “Autism”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A6n | Question: “{Continued} How many of these children in your {full-day class/morning class/afternoon class} have the following diagnosed disabilities?_x000D_ _x000D_ Traumatic brain injury”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A6o | Question: “Deaf-blindness”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A6p | Question: “Multiple disabilities (children included in this category should be those who have more than one primary disability which do not include deaf-blindness or developmental delay)”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A6q | Question: “Other (Please specify)”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A6qOS | Other specify for numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | |||||||
| TQA | A7a | Question: “For how many of these children in your {full-day class/morning class/afternoon class} with diagnosed disabilities do the following apply?”_x000D_ _x000D_ Have an Individualized Education Program (IEP) for children with disabilities”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children in the classroom receiving special services or in special programs (e.g., special education services, a gifted and talented program, remedial services) Number of students with IEPs or 504 Plans |
T-RQ2 T-RQ3 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A7b | Question: “Have a Section 504 plan”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of students with IEPs or 504 Plans | T-RQ2 T-RQ3 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A8a | Question: “We would like to start by asking about the characteristics of the students in your class(es). As of today’s date, how many children:”_x000D_ _x000D_ “Are currently enrolled in your class?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
CSA075a | Question: “The first several questions pertain to your roles and responsibilities as a teacher. We would like to start by asking about the characteristics of the students in your class. As of today’s date, how many children:” “Are currently enrolled in your class?” Pre-unit: “Number:” Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
Yes | The item wording was revised for first grade. | ||
| TQA | A8b | Question: “Have joined your class since the beginning of the school year?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of students who enter or leave during the school year | T-RQ2 |
CSA075b | Question: “Have joined your class since the beginning of the school year?” Pre-unit: “Number:” Watermark: “Enter number” |
Number of students who enter or leave during the school year | T-RQ2 |
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| TQA | A8c | Question: “Have left your class since the beginning of the school year?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of students who enter or leave during the school year | T-RQ2 |
CSA075c | Question: “Have left your class since the beginning of the school year?” Pre-unit: “Number:” Watermark: “Enter number” |
Number of students who enter or leave during the school year | T-RQ2 |
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| TQA | A9 | Question: “How many hours per day does your {full-day class/morning class/afternoon class/class} normally meet?”_x000D_ _x000D_ InstResp “ InstResp “This amount should include when you are meeting in person or through a remote classroom. Enter the number to the nearest half hour, for example, 2.5, 3.5…”_x000D_ _x000D_ Pre-unit: “Hours:”_x000D_ _x000D_ Watermark: “Enter hours” |
Class time (full/half day, hours per day, days per week) | T-RQ1 | CSA076 | Question: “How many hours per day does your class normally meet?” InstResp “ InstResp “This amount should include when you are meeting in person or through a remote classroom. Enter the number to the nearest half hour, for example, 2.5, 3.5…” Pre-unit: “Hours:” Watermark: “Enter hours” |
Class time (full/half day, hours per day, days per week) | T-RQ1 | Yes | The item wording was revised for first grade. | ||
| TQA | A10 | Question: “How many days per week does your {full-day class/morning class/afternoon class/class} normally meet?”_x000D_ _x000D_ Pre-unit: “Days:”_x000D_ _x000D_ Watermark: “Enter number of days” |
Class time (full/half day, hours per day, days per week) | T-RQ1 | CSA200 | Question: “How many days per week does your class normally meet?” Pre-unit: “Days:” Watermark: “Enter number of days” |
Class time (full/half day, hours per day, days per week) | T-RQ1 | Yes | The item wording was revised for first grade. | ||
| TQA | A11 | Question: “Do you currently teach a multigrade class?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Grade levels of classes the teacher teaches | T-RQ2 |
CSA210 | Question: “Do you currently teach a multigrade class?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Grade levels of classes the teacher teaches | T-RQ2 |
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| TQA | A12 | Question: “What grade levels are included in the {full-day class/morning class/afternoon class/class} that you teach.”_x000D_ _x000D_ Inst Resp: “Select all that apply.”_x000D_ ----_x000D_ 1. Prekindergarten_x000D_ 2. Transitional kindergarten_x000D_ 3. Regular kindergarten_x000D_ 4. Transitional/pre-first grade_x000D_ 5. First grade_x000D_ 6. Second grade_x000D_ 7. Third grade_x000D_ 8. Fourth grade or higher_x000D_ |
Grade levels of classes the teacher teaches | T-RQ2 |
CSA220 | Question: “What grade levels are included in the class that you teach.” Inst Resp: “Select all that apply.” ---- 1. Prekindergarten 2. Transitional kindergarten 3. Regular kindergarten 4. Transitional/pre-first grade 5. First grade 6. Second grade 7. Third grade 8. Fourth grade or higher |
Grade levels of classes the teacher teaches | T-RQ2 |
Yes | The item wording was revised for first grade. | ||
| TQA | A13a | Question: “As of today's date, how many children that you teach are the following ages in your {full-day class/morning class/afternoon class/class}?_x000D_ _x000D_ 3 years old”_x000D_ _x000D_ InstResp: “If there are no children of a particular age, enter “0.””_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
CSA230a | Question: “As of today's date, how many children that you teach are the following ages in your class? 3 years old” InstResp: “If there are no children of a particular age, enter “0.”” Pre-unit: “Number:” Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
Yes | The item wording was revised for first grade. | ||
| TQA | A13b | Question: “4 years old”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
CSA230b | Question: “4 years old”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
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| TQA | A13c | Question: “5 years old”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
CSA230c | Question: “5 years old”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
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| TQA | A13d | Question: “6 years old”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
CSA230d | Question: “6 years old”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
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| TQA | A13e | Question: “7 years old”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
CSA230e | Question: “7 years old”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
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| TQA | A13f | Question: “8 years old”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
CSA230f | Question: “8 years old”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
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| TQA | A13g | Question: “9 years old”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
CSA230g | Question: “9 years old”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
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| TQA | A13h | Question: “10 years old or older” | Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
CSA230h | Question: “10 years old or older” | Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
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| TQA | A13i | Question: “Based on your previous responses you have a total of {NUMBER} children in your {full-day class/morning class/afternoon class/class}. Is this correct?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
CSA230i | Question: “Based on your previous responses you have a total of {NUMBER} children in your class. Is this correct?” ---- 1. Yes 2. No |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
Yes | The item wording was revised for first grade. | ||
| TQA | A14a | Question: “As of today's date, how many of the students you teach are members of the following groups in your {full-day class/morning class/afternoon class/class}?_x000D_ _x000D_ InstResp "Please count each student only once. Hispanic students should only be counted in the Hispanic or Latino/Latina category regardless of race."_x000D_ _x000D_ InstResp: “If there are no children of a particular age, enter “0.””_x000D_ _x000D_ Hispanic or Latino/Latina of any race”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A14b | Question: “American Indian or Alaska Native, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A14c | Question: “Asian, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A14d | Question: “Black or African American, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A14e | Question: “Native Hawaiian or Other Pacific Islander, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A14f | Question: “White, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A14g | Question: “Two or more races, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A15a | Question “As of today's date, how many boys and girls are there in your {full-day class/morning class/afternoon class/class}? _x000D_ _x000D_ Number of boys”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A15b | Question “Number of girls”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A15c | Question “Number of students of another gender”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A15d | Question “Number of students of unknown gender”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A15e | Question: “Your previous responses indicate that you have a total of {NUMBER} children in your {full-day class/morning class/afternoon class/class}. Is this correct?” | Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A16 | Question “How many of the children in your {full-day class/morning class/afternoon class/class} are repeating {kindergarten/first grade} this year?”_x000D_ _x000D_ InstResp “If none, enter “0”.”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
CSA240 | Question “How many of the children in your {full-day class/morning class/afternoon class/class} are repeating {kindergarten/first grade} this year?” InstResp “If none, enter “0”.” Pre-unit: “Number:” Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
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| TQA | A16 | Question “How many of the children in your {full-day class/morning class/afternoon class/class} are repeating {kindergarten/first grade} this year?”_x000D_ _x000D_ InstResp “If none, enter “0”.”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
CSA240x | Question “How many of the children in this class are repeating this grade this year?” InstResp “If none, enter “0”.” Pre-unit: “Number:” Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
Yes | The item wording was revised for first grade. | ||
| TQA | A17a | Question: “How many children in your {full-day class/morning class/afternoon class/class} have the following characteristics?_x000D_ _x000D_ Are classified as Gifted and Talented”_x000D_ _x000D_ InstResp: “If none, enter "0.””_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class demographics: class size, age distribution, race-ethnicity distribution, gender distribution, number repeating grade, percent experiencing homelessness | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A17b | Question: “Are participating in a Gifted and Talented program”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children in the classroom receiving particular services or in special programs (e.g., special education services, a gifted and talented program, remedial services) | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A17c | Question: “Are below grade level in their English reading skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A17d | Question: “Are about on grade level in their English reading skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A17e | Question: “Are above grade level in their English reading skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A17f | Question: “{Continued} How many children in your {full-day class/morning class/afternoon class/class} have the following characteristics?_x000D_ _x000D_ Are below grade level in their mathematics skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A17g | Question: “Are about on grade level in their mathematics skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A17h | Question: “Are above grade level in their mathematics skills”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children above or below grade level in reading and mathematics | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A17i | Question: “Are tardy, on an average day”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children tardy or absent on an average day | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A17j | Question: “Are absent, on an average day”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of children tardy or absent on an average day | T-RQ2 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A18 | Question: “As of today’s date, how many children with IEPs are in your {full-day class/morning class/afternoon class/class}?”_x000D_ _x000D_ InstResp: “If none, enter "0.””_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A19a | Question “As of today’s date, how many children with the following characteristics in your {full-day class /morning class/afternoon class/class} have been identified for an IEP?_x000D_ _x000D_ Boys”_x000D_ _x000D_ InstResp: “If there are no children in a class with a particular characteristic, write “0.””_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A19b | Question “Girl”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A19c | Question “Another gender”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A19d | Question “Unknown gender”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A19e | Question “English language learners (ELL)”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A19f | Question “{Continued} As of today’s date, how many children with the following characteristics in your {full-day class /morning class/afternoon class/class} have been identified for an IEP?_x000D_ _x000D_ Hispanic or Latino/Latina of any race”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A19g | Question “American Indian or Alaska Native, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A19h | Question: “Asian, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A19i | Question “Black or African American, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A19j | Question “Native Hawaiian or Other Pacific Islander, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A19k | Question “White, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A19l | Question “Two or more races, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Equitable classroom practices | T-RQ2 T-RQ3 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A20a | Question: “How many children in your {full-day class/morning class/afternoon class/class} have a diagnosed disability and need special health or educational accommodations or services?”_x000D_ _x000D_ InstResp “Please add the following InstResp to align with paper: “If there are no children, enter “0.””_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 T-RQ3 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A21a | Question: “How many of those children with a diagnosed disability in your {full-day class/morning class/afternoon class/class} are currently receiving special health or educational accommodations for their disabilities, for example, speech therapy, assistance by an aide in the classroom, or testing accommodations?”_x000D_ _x000D_ InstResp: “If there are no children, enter “0.””_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 T-RQ3 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A21b | Question: “How many of those children with a diagnosed disability in your {full-day class/morning class/afternoon class/class} need more help than they are currently receiving?”_x000D_ _x000D_ InstResp: “If there are no children, enter “0.””_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Numbers of children with disabilities by disability type (e.g. autism, speech or language impairments, emotional disturbance, intellectual disability, developmental delay, vision impairment, hearing impairment) | T-RQ2 T-RQ3 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A22 | Question: “The next series of questions asks about the use of different languages in the classroom by teachers, children, and other adults. Are any languages other than English used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class/class}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Languages used in the classroom | T-RQ3 | CSA250 | Question: “The next series of questions asks about the use of different languages in the classroom by teachers, children, and other adults. Are any languages other than English used by teachers, aides, or other adults in your class?” ---- 1. Yes 2. No |
Languages used in the classroom | T-RQ3 | Yes | The item wording was revised for first grade. | ||
| TQA | A23a | Question: “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class/class} in the following ways?_x000D_ _x000D_ For academic instruction in reading/literacy”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Languages used in the classroom | T-RQ3 | CSA260a | Question: “How often is a non-English language used by teachers, aides, or other adults in your class in the following ways? For academic instruction” ---- 1. Never 2. Less than half the time 3. About half the time 4. More than half the time 5. All the time |
Languages used in the classroom | T-RQ3 | Yes | This item was revised to reduce burden by consolidating into single item about academic instruction. | ||
| TQA | A23b | Question: “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class/class} in the following ways?_x000D_ _x000D_ For academic instruction in mathematics”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Languages used in the classroom | T-RQ3 | yes | This item was consolidated into CSA260a to reduce burden. | ||||||
| TQA | A23c | Question: “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class/class} in the following ways?_x000D_ _x000D_ For academic instruction in other subjects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Languages used in the classroom | T-RQ3 | yes | This item was consolidated into CSA260a to reduce burden. | ||||||
| TQA | A23d | Question: “How often is a non-English language used by teachers, aides, or other adults in each of your {full-day class/morning class/afternoon class/class} in the following ways?_x000D_ _x000D_ For instructional support (for example, explaining directions, etc.)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Languages used in the classroom | T-RQ3 | CSA260b | Question: “How often is a non-English language used by teachers, aides, or other adults in this class in the following ways? For instructional support (for example, explaining directions, etc.)” ---- 1. Never 2. Less than half the time 3. About half the time 4. More than half the time 5. All the time |
Languages used in the classroom | T-RQ3 | Yes | The item wording was revised for first grade. | ||
| TQA | A23e | Question: “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class/class} in the following ways?_x000D_ _x000D_ For controlling and directing student behavior (classroom management)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Languages used in the classroom | T-RQ3 | CSA260c | Question: “How often is a non-English language used by teachers, aides, or other adults in your class in the following ways? For controlling and directing student behavior (classroom management)” ---- 1. Never 2. Less than half the time 3. About half the time 4. More than half the time 5. All the time |
Languages used in the classroom | T-RQ3 | Yes | The item wording was revised for first grade. | ||
| TQA | A23f | Question: “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class/class} in the following ways?_x000D_ _x000D_ For conversation”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Languages used in the classroom | T-RQ3 | CSA260d | Question: “How often is a non-English language used by teachers, aides, or other adults in your class in the following ways? For conversation” ---- 1. Never 2. Less than half the time 3. About half the time 4. More than half the time 5. All the time |
Languages used in the classroom | T-RQ3 | Yes | The item wording was revised for first grade. | ||
| TQA | A24 | Question: “What languages are used for academic instruction in your {full-day class/morning class/afternoon class/class}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. English_x000D_ 2. Spanish_x000D_ 3. A European language other than Spanish such as French, German, or Russian_x000D_ 4. A Chinese language or dialect_x000D_ 5. A Filipino language_x000D_ 6. A Southeast Asian language such as Vietnamese, Thai, or Khmer_x000D_ 7. A South Asian language such as Hindi or Tamil_x000D_ 8. Another Asian language such as Japanese or Korean_x000D_ 9. A Middle Eastern language such as Arabic or Farsi_x000D_ 10. An African language such as Swahili or Amharic_x000D_ 91. Other language(s) (Please specify):_x000D_ |
Languages used in the classroom | T-RQ3 | CSA270 | Question: “What languages are used for academic instruction in your class?” InstResp “Select all that apply.” ---- 1. English 2. Spanish 3. A European language other than Spanish such as French, German, or Russian 4. A Chinese language or dialect 5. A Filipino language 6. A Southeast Asian language such as Vietnamese, Thai, or Khmer 7. A South Asian language such as Hindi or Tamil 8. Another Asian language such as Japanese or Korean 9. A Middle Eastern language such as Arabic or Farsi 10. An African language such as Swahili or Amharic 11. American Sign Language 91. Other language(s) (Please specify): |
Languages used in the classroom | T-RQ3 | Yes | The item wording was revised for first grade. | ||
| TQA | A24OS | Other specify for languages used in the classroom | T-RQ3 | CSA270OS | Other specify for languages used in the classroom | T-RQ3 | ||||||
| TQA | A25 | Question: “In which languages other than English are the books or other written materials in your classroom?”_x000D_ _x000D_ InstResp “Select all that apply. If you teach more than one class, consider all your classes.”_x000D_ ----_x000D_ 1. None other than English_x000D_ 2. Spanish_x000D_ 3. A European language other than Spanish such as French, German, or Russian_x000D_ 4. A Chinese language or dialect_x000D_ 5. A Filipino language_x000D_ 6. A Southeast Asian language such as Vietnamese, Thai, or Khmer_x000D_ 7. A South Asian language such as Hindi or Tamil_x000D_ 8. Another Asian language such as Japanese or Korean_x000D_ 9. A Middle Eastern language such as Arabic or Farsi_x000D_ 10. An African language such as such as Swahili or Amharic_x000D_ 91. Other language(s) (Please specify):_x000D_ |
Languages used in the classroom | T-RQ3 | CSA280 | Question: “In which languages other than English are the books or other written materials in your classroom?” InstResp “Select all that apply. If you teach more than one class, consider all your classes.” ---- 1. None other than English 2. Spanish 3. A European language other than Spanish such as French, German, or Russian 4. A Chinese language or dialect 5. A Filipino language 6. A Southeast Asian language such as Vietnamese, Thai, or Khmer 7. A South Asian language such as Hindi or Tamil 8. Another Asian language such as Japanese or Korean 9. A Middle Eastern language such as Arabic or Farsi 10. An African language such as Swahili or Amharic 11. American Sign Language 91. Other language(s) (Please specify): |
Languages used in the classroom | T-RQ3 | ||||
| TQA | A25OS | Other specify for languages used in the classroom | T-RQ3 | CSA280OS | Other specify for languages used in the classroom | T-RQ3 | ||||||
| TQA | A26 | Question: “Do any of the children in your class speak a language other than English (aside from native English speakers who are learning a foreign language)?”_x000D_ _x000D_ InstResp “Please include all children who speak a non-English language, including those who speak English well.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Languages used in the classroom | T-RQ3 | CSA290 | Question: “Do any of the children in your class speak a language other than English (aside from native English speakers who are learning a foreign language)?” InstResp “Please include all children who speak a non-English language, including those who speak English well.” ---- 1. Yes 2. No |
Languages used in the classroom | T-RQ3 | ||||
| TQA | A27 | Question: “Which languages other than English are spoken by one or more children in your {full-day class/morning class/afternoon class/class}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Spanish_x000D_ 2. A European language other than Spanish such as French, German, or Russian_x000D_ 3. A Chinese language or dialect_x000D_ 4. A Filipino language_x000D_ 5. A Southeast Asian language such as Vietnamese, Thai, or Khmer_x000D_ 6. A South Asian language such as Hindi or Tamil_x000D_ 7. Another Asian language such as Japanese or Korean_x000D_ 8. A Middle Eastern language such as Arabic or Farsi_x000D_ 9. An African language such as Swahili or Amharic_x000D_ 91. Other language (Please specify):_x000D_ |
Languages used in the classroom | T-RQ3 | CSA300 | Question: “Which languages other than English are spoken by one or more children in your class?” InstResp “Select all that apply.” ---- 1. Spanish 2. A European language other than Spanish such as French, German, or Russian 3. A Chinese language or dialect 4. A Filipino language 5. A Southeast Asian language such as Vietnamese, Thai, or Khmer 6. A South Asian language such as Hindi or Tamil 7. Another Asian language such as Japanese or Korean 8. A Middle Eastern language such as Arabic or Farsi 9. An African language such as Swahili or Amharic 10. American Sign Language 91. Other language (Please specify): |
Languages used in the classroom | T-RQ3 | Yes | The item wording was revised for first grade. | ||
| TQA | A27OS | Other speciy for languages used in the classroom | T-RQ3 | CSA300OS | Other speciy for languages used in the classroom | T-RQ3 | ||||||
| TQA | A28 | Question: “Do you have any children who are English language learners (ELLs) in your {full-day class/morning class/afternoon class/class}?” ---- 1. Yes 2. No |
Number of language minority (LM) children and English-language learners (ELL) in the classroom | T-RQ3 | IAA100x | Question: “Do you have any students who are English language learners (ELLs) in your class?” ---- 1. Yes 2. No |
Number of language minority (LM) children and English-language learners (ELL) in the classroom | T-RQ3 | Yes | The item wording was revised for first grade. | ||
| TQA | A29 | Question: “How many English language learners (ELL) do you have in your {full-time class/morning class/afternoon class/class}? _x000D_ _x000D_ Number of ELL children”_x000D_ _x000D_ InstResp: “If there are no children, enter “0””_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Number of language minority (LM) children and English-language learners (ELL) in the classroom | T-RQ3 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A30a | Question: “How many of the ELL children in your {full-day class/morning class/afternoon class/class} receive instruction designed to teach listening, speaking, reading, and writing English language skills to children with limited English proficiency in the following ways? _x000D_ _x000D_ Receive no ELL instruction in the school”_x000D_ _x000D_ InstResp: “If there are no children, enter “0””_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A30b | Question: “Receive ELL instruction within the regular class”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A30c | Question: “Receive ELL instruction outside the regular class within the school setting”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A31 | Question: “If you provide specialized language instruction in your {full-day class/morning class/afternoon class/class} for English language learners (ELL), would you say these services are primarily”_x000D_ ----_x000D_ 1. English as a Second Language (ESL) program_x000D_ 2. Bilingual education program_x000D_ 3. Dual-language program (also called two-way immersion (TWI))_x000D_ 4. No specialized language instruction provided_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A32 | Question: “Which languages other than English are spoken by you or any other teacher or aide to the ELL children in your {full-day class/morning class/afternoon class/class} for instructional support or conversation?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. None other than English_x000D_ 2. Spanish_x000D_ 3. A European language other than Spanish such as French, German or Russian_x000D_ 4. A Chinese language or dialect_x000D_ 5. A Filipino language_x000D_ 6. A Southeast Asian language such as Vietnamese, Thai, or Khmer_x000D_ 7. A South Asian language such as Hindi or Tamil_x000D_ 8. Another Asian language such as Japanese or Korean_x000D_ 9. A Middle Eastern language such as Arabic or Farsi_x000D_ 10. An African language such as Swahili or Amharic_x000D_ 91. Other language (Please specify):_x000D_ |
Languages used in the classroom | T-RQ3 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A32OS | Other specify for languages used in the classroom | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | |||||||
| TQA | A33a | Question: “How often do English language learners (ELL children) in your {full-time class/morning class/afternoon class/class} do each of the following activities?_x000D_ _x000D_ Take assessments to monitor their English language acquisition”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. 2 to 3 times a month_x000D_ 3. 1 to 2 times a week_x000D_ 4. 3 to 4 times a week_x000D_ 5. Daily_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A33b | Question: “Take assessments to assess their progress in English reading and literacy skills”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. 2 to 3 times a month_x000D_ 3. 1 to 2 times a week_x000D_ 4. 3 to 4 times a week_x000D_ 5. Daily_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A33c | Question: “Work in small groups of ELL children or individually on intensive English reading and literacy skills”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. 2 to 3 times a month_x000D_ 3. 1 to 2 times a week_x000D_ 4. 3 to 4 times a week_x000D_ 5. Daily_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | A33d | Question: “Work in a structured peer-assisted setting (ELL child is paired with a non-ELL child)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. 2 to 3 times a month_x000D_ 3. 1 to 2 times a week_x000D_ 4. 3 to 4 times a week_x000D_ 5. Daily_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA | CPA000 | Question “Thank you for launching the ECLS survey! Here are some tips to keep in mind when completing the survey: •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible. •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off. •To protect your privacy, you will be logged off if you are idle for 10 minutes. •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon. •You may skip any questions that you do not want to answer. Please click on the “Next” button below to start the survey.” |
Introduction | NA | ||||
| TQA | B1a | Question “The next group of questions ask about classroom practices. In a typical day, how much time does a child in your class or classes spend in the following activities?_x000D_ _x000D_ Working independently”_x000D_ _x000D_ InstResp “Do not include lunch or recess breaks.”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 | CPA010A | Question “The next group of questions ask about classroom practices. In a typical day, how much time does a child in your class or classes spend in the following activities?_x000D_ _x000D_ Working independently”_x000D_ _x000D_ InstResp “Do not include lunch or recess breaks.”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 | ||||
| TQA | B1b | Question “Working on individual tasks under teacher direction”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 | CPA010B | Question “Working on individual tasks under teacher direction”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 | ||||
| TQA | B1c | Question “Working with peers under teacher direction”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 | CPA010C | Question “Working with peers under teacher direction”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 | ||||
| TQA | B1d | Question “Working in small group with teacher”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 | CPA010D | Question “Working in small group with teacher”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 | ||||
| TQA | B1e | Question “Teacher lecture with large group and/or large group discussion led by teacher”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 | CPA010E | Question “Teacher lecture with large group and/or large group discussion led by teacher”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 | ||||
| TQA | B2a | Question “How often does the typical child in your class or classes usually work on lessons or projects in the following general subject areas, whether as a whole class, in small groups, or in individualized arrangements?_x000D_ _x000D_ Reading and language arts”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Class organization | T-RQ1 | CPA020A | Question “How often does the typical child in your class or classes usually work on lessons or projects in the following general subject areas, whether as a whole class, in small groups, or in individualized arrangements?_x000D_ _x000D_ Reading and language arts”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Class organization | T-RQ1 | ||||
| TQA | B2b | Question “Mathematics”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | CPA020B | Question “Mathematics”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B2c | Question “Social studies”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | CPA020C | Question “Social studies”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B2d | Question “Science”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | CPA020D | Question “Science”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B2e | Question “Music”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | CPA020E | Question “Music”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B2f | Question “Art”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | CPA020F | Question “Art”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B2g | Question “{Continued} How often does the typical child in your class or classes usually work on lessons or projects in the following general subject areas, whether as a whole class, in small groups, or in individualized arrangements?_x000D_ _x000D_ Physical education”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | CPA020G | Question “{Continued} How often does the typical child in your class or classes usually work on lessons or projects in the following general subject areas, whether as a whole class, in small groups, or in individualized arrangements?_x000D_ _x000D_ Physical education”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B2h | Question “Dance/creative movement”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | CPA020H | Question “Dance/creative movement”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B2i | Question “Theater/creative dramatics”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | CPA020I | Question “Theater/creative dramatics”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B2j | Question “Foreign language”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | B2k | Question “Computer science (including coding)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | B3a | Question “On the days children work in these areas, how much time does the typical child in your class or classes usually work on lessons or projects in the following general subject areas?_x000D_ _x000D_ Reading and language arts”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | CPA030A | Question “On the days children work in these areas, how much time does the typical child in your class or classes usually work on lessons or projects in the following general subject areas?_x000D_ _x000D_ Reading and language arts”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B3b | Question “Mathematics”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | CPA030B | Question “Mathematics”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B3c | Question “Social studies”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | CPA030C | Question “Social studies”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B3d | Question “Science”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | CPA030D | Question “Science”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B3e | Question “Music”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | CPA030E | Question “Music”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B3f | Question “Art”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | CPA030F | Question “Art”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B3g | Question “{Continued} On the days children work in these areas, how much time does the typical child in your class or classes usually work on lessons or projects in the following general subject areas?_x000D_ _x000D_ Physical education”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | CPA030G | Question “{Continued} On the days children work in these areas, how much time does the typical child in your class or classes usually work on lessons or projects in the following general subject areas?_x000D_ _x000D_ Physical education”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B3h | Question “Dance/creative movement”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | CPA030H | Question “Dance/creative movement”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B3i | Question “Theater/creative dramatics”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | CPA030I | Question “Theater/creative dramatics”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B3j | Question “Foreign language”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | B3k | Question “Computer science (including coding)”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | B4 | Question “The next few questions ask about disruptive student behavior interfering with instruction in each of your classes. _x000D_ _x000D_ How often does disruptive student behavior interfere with your class or classes?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Seldom_x000D_ 3. Usually_x000D_ 4. Always_x000D_ |
Instructional time spent handling disruptive behavior | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B5 | Question: “How much time per day would you estimate that you spend handling disruptive student behavior?”_x000D_ ----_x000D_ 1. Less than ½ hour_x000D_ 2. ½ hour to less than 1 hour_x000D_ 3. 1 to less than 1 ½ hours_x000D_ 4. 1 ½ to less than 2 hours_x000D_ 5. 2 to less than 2 ½ hours_x000D_ 6. 2 ½ to less than 3 hours_x000D_ 7. 3 hours or more_x000D_ |
Instructional time spent handling disruptive behavior | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B6a | Question “In an average week, how often do you divide your class(es) into achievement groups for reading activities or lessons?"_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of achievement grouping | T-RQ1 T-RQ3 |
Yes | This item was dropped to allow space for other priorities. | ||||||
| TQA | B6b | Question “When you use achievement groups for reading, how many groups do you typically have?”_x000D_ _x000D_ InstResp “If you have more than one class, enter the average for your classes.”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Use of achievement grouping | T-RQ1 T-RQ3 |
Yes | This item was dropped to be consistent with SK. | ||||||
| TQA | B6c | Question “On days when you divide your class into achievement groups for reading, how many minutes do the groups usually stay together?”_x000D_ _x000D_ InstResp “If you have more than one class, enter the average for your classes.”_x000D_ _x000D_ Pre-unit: “Number of minutes:”_x000D_ _x000D_ Watermark: “Enter number” |
Use of achievement grouping | T-RQ1 T-RQ3 |
Yes | This item was dropped to allow space for other priorities. | ||||||
| TQA | B7a | Question “In an average week, how often do you divide your class(es) into achievement groups for math activities or lessons?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of achievement grouping | T-RQ1 T-RQ3 |
yes | This item was dropped to allow space for other priorities. | ||||||
| TQA | B7b | Question “When you use achievement groups for math, how many groups do you typically have?"_x000D_ _x000D_ InstResp “If you have more than one class, enter the average for your classes.”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Use of achievement grouping | T-RQ1 T-RQ3 |
Yes | This item was dropped to be consistent with SK. | ||||||
| TQA | B7c | Question “On days when you divide your class into achievement groups for math, how many minutes do the groups usually stay together?”_x000D_ _x000D_ InstResp “If you have more than one class, enter the average for your classes.”_x000D_ _x000D_ Pre-unit: “Number of minutes:”_x000D_ _x000D_ Watermark: “Enter number” |
Use of achievement grouping | T-RQ1 T-RQ3 |
yes | This item was dropped to allow space for other priorities. | ||||||
| TQA | B8a1 | Question “How often do children in your class(es) who need more help with reading receive the following kinds of services while at school?_x000D_ _x000D_ Extra individual assistance from you”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ |
Additional reading services |
T-RQ1 T-RQ3 |
CPA060 | Question “Which of the following services, if any, do children in your class or classes who need more help with reading receive? InstResp "Select all that apply." 1. Extra individual assistance from you, the teacher 2. Individual tutoring from an aide or volunteer 3. Individual tutoring from a credentialed specialist 4. Pull-out instruction in small groups 5. Other 6. No extra services are available. |
Additional reading services |
T-RQ1 T-RQ3 |
Yes | This item was revised to be consistent with Spring K. | ||
| TQA | B8a2 | Question “How many minutes per session of extra help in reading do they receive from you, on average?”_x000D_ _x000D_ InstResp “Do not count time spent moving between class and the service.”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Additional reading services |
T-RQ1 T-RQ3 |
Yes | This item was dropped to be consistent with SK. | ||||||
| TQA | B8b1 | Question “How often do children in your class(es) who need more help with reading receive the following kinds of services while at school?_x000D_ _x000D_ Individual tutoring from an aide or volunteer”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ |
Additional reading services |
T-RQ1 T-RQ3 |
Yes | This item was combined into single question (CPA060) to reduce burden. | ||||||
| TQA | B8b2 | Question “How many minutes per session of extra help in reading do they receive from the aide or volunteer, on average, not counting time spent moving between class and the service?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Additional reading services |
T-RQ1 T-RQ3 |
Yes | This item was dropped to be consistent with SK. | ||||||
| TQA | B8c1 | Question “How often do children in your class(es) who need more help with reading receive the following kinds of services while at school?_x000D_ _x000D_ Individual tutoring from a credentialed specialist”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ |
Additional reading services |
T-RQ1 T-RQ3 |
Yes | This item was combined into single question (CPA060) to reduce burden. | ||||||
| TQA | B8c2 | Question “How many minutes per session of extra help in reading do they receive from the specialist, on average, not counting time spent moving between class and the service?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Additional reading services |
T-RQ1 T-RQ3 |
Yes | This item was dropped to be consistent with SK. | ||||||
| TQA | B8d1 | Question “How often do children in your class(es) who need more help with reading receive the following kinds of services while at school?_x000D_ _x000D_ Pull-out instruction in small groups”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. Once a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ |
Additional reading services |
T-RQ1 T-RQ3 |
Yes | This item was combined into single question (CPA060) to reduce burden. | ||||||
| TQA | B8d2 | Question “How many minutes per session of extra help in reading do they receive in the small group, on average, not counting time spent moving between class and the service?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Additional reading services |
T-RQ1 T-RQ3 |
Yes | This item was dropped to be consistent with SK. | ||||||
| TQA | B8f1 | Question “How many minutes per session of extra help in reading do they receive in other reading support, on average, not counting time spent moving between class and the service?”_x000D_ _x000D_ InstResp: “Enter number in box. If none, enter “0.””_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Additional reading services |
T-RQ1 T-RQ3 |
Yes | This item was dropped to be consistent with SK. | ||||||
| TQA | B8f1OS | Question “Please describe the other reading support.” | Other specify for additional reading services | T-RQ1 T-RQ3 |
Yes | This item was dropped to be consistent with SK. | ||||||
| TQA | B9a | Question: “The next series of questions is about your instruction in science and social studies. For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)?_x000D_ _x000D_ Human body”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | Yes | This item was dropped to be consistent with SK. | ||||||
| TQA | B9b | Question “Plants and animals”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | IAA050A | Question “The next series of questions is about your instruction in science and social studies. For this school year as a whole, how often did you teach the following science and social studies topics in your class or classes? Plants and animals” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | B9c | Question “Dinosaurs and fossils”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | Yes | This item was dropped to be consistent with SK. | ||||||
| TQA | B9d | Question “Solar system and space”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | Yes | This item was dropped to be consistent with SK. | ||||||
| TQA | B9e | Question “Weather (for example, rainy, sunny)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | IAA050B | Question “Weather (for example, rainy, sunny)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | ||||
| TQA | B9f | Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)?_x000D_ _x000D_ Understand and measure temperature”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | IAA050C | Question “Understand and measure temperature” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | B9g | Question “Water”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | IAA050D | Question “Water”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | ||||
| TQA | B9h | Question “Sound”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | IAA050E | Question “Sound”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | ||||
| TQA | B9i | Question “Light”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | IAA050F | Question “Light”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | ||||
| TQA | B9j | Question “Magnetism and electricity”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | Yes | This item was dropped to be consistent with SK. | ||||||
| TQA | B9k | Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)?_x000D_ _x000D_ Machines and motors”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | Yes | This item was dropped to be consistent with SK. | ||||||
| TQA | B9l | Question “Tools and their uses”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | IAA050G | Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class or classes? Tools and their uses” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | B9m | Question “Health, safety, nutrition, and personal hygiene”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | IAA050H | Question “Health, safety, nutrition, and personal hygiene”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | ||||
| TQA | B9n | Question “Important figures and events in American history”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | IAA050I | Question “Important figures and events in American history”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | ||||
| TQA | B9o | Question “Community resources (for example, grocery store, library)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | IAA050J | Question “Community resources (for example, grocery store, library)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | ||||
| TQA | B9p | Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)?_x000D_ _x000D_ Map-reading skills”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | IAA050K | Question “Map-reading skills” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | T-RQ1 | ||||
| TQA | B9q | Question “Different cultures”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | IAA050L | Question “Different cultures”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | ||||
| TQA | B9r | Question “Reasons for rules, laws, and government”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | IAA050M | Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class or classes? Reasons for rules, laws, and government” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Topics taught in social studies and science | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | B9s | Question “Ecology”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | Yes | This item was dropped to be consistent with SK. | ||||||
| TQA | B9t | Question “Geography”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | IAA050N | Question “Geography”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | ||||
| TQA | B9u | Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)?_x000D_ _x000D_ Scientific method”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | Yes | This item was dropped to be consistent with SK. | ||||||
| TQA | B9v | Question “Social problem solving”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | IAA050O | Question “Social problem solving”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | ||||
| TQA | B9w | Question “Hands-on activities or investigations in science”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | IAA050P | Question “Hands-on activities or investigations in science”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | ||||
| TQA | B9x | Question “Laboratory skills or techniques”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | Yes | This item was dropped to be consistent with SK. | ||||||
| TQA | B9y | Question “Communicating ideas in science”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | IAA050Q | Question “Communicating ideas in science”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | ||||
| TQA | B9z | Question “{Continued} For this school year as a whole, how often did you teach the following science and social studies topics in your class(es)?_x000D_ _x000D_ Relevance of science to society”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | Yes | This item was dropped to be consistent with SK. | ||||||
| TQA | B9a1 | Question “Community service”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | IAA050R | Question “Community service”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | ||||
| TQA | B9a2 | Question “Current events in the news”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Topics taught in social studies and science | T-RQ1 | Yes | This item was dropped to be consistent with SK. | ||||||
| TQA | B10a | Question “How often do the children in your class(es) do the following activities? _x000D_ _x000D_ Go to the school library or media center”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Topics taught in social studies and science | T-RQ1 | CPA080 | Question “How often do the children in your class or classes do the following activities? Go to the school library or media center” ---- 1. No library or media center in this school 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Topics taught in social studies and science | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | B10b | Question “Borrow materials from the library or media center”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Topics taught in social studies and science | T-RQ1 | Yes | This item was dropped to be consistent with SK. | ||||||
| TQA | B11 | Question “How many days a week do children have recess?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Topics taught in social studies and science | T-RQ1 | #REF! | Question “How many days a week do children have recess?” Pre-unit: “Number of days:” Watermark: “Enter number” |
Topics taught in social studies and science | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | B12a | Question “In a typical day, how much time does/do your class(es) spend in the following activities? _x000D_ _x000D_ InstResp “If you have more than one class, enter the average for your classes.”_x000D_ _x000D_ Lunch”_x000D_ ----_x000D_ 1. No time_x000D_ 2. 1-15 minutes_x000D_ 3. 16-30 minutes_x000D_ 4. 31-45 minutes_x000D_ 5. Longer than 45 minutes_x000D_ |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 | #REF! | Question “In a typical day, how much time do children in your class or classes spend in the following activities? InstResp “If you have more than one class, enter the average for your classes.” Lunch” ---- 1. No time 2. 1-15 minutes 3. 16-30 minutes 4. 31-45 minutes 5. Longer than 45 minutes |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | B12b | Question “Free play indoors”_x000D_ ----_x000D_ 1. No time_x000D_ 2. 1-15 minutes_x000D_ 3. 16-30 minutes_x000D_ 4. 31-45 minutes_x000D_ 5. Longer than 45 minutes_x000D_ |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 | #REF! | Question “Free play indoors”_x000D_ ----_x000D_ 1. No time_x000D_ 2. 1-15 minutes_x000D_ 3. 16-30 minutes_x000D_ 4. 31-45 minutes_x000D_ 5. Longer than 45 minutes_x000D_ |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 | ||||
| TQA | B12c | Question “Free play outdoors (including recess)”_x000D_ ----_x000D_ 1. No time_x000D_ 2. 1-15 minutes_x000D_ 3. 16-30 minutes_x000D_ 4. 31-45 minutes_x000D_ 5. Longer than 45 minutes_x000D_ |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 | #REF! | Question “Free play outdoors (including recess)”_x000D_ ----_x000D_ 1. No time_x000D_ 2. 1-15 minutes_x000D_ 3. 16-30 minutes_x000D_ 4. 31-45 minutes_x000D_ 5. Longer than 45 minutes_x000D_ |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 | ||||
| #REF! | Question “Which of the following types of aides do you receive help from in your classroom? ” InstResp "Please select all that apply." ---- 1. Regular aides who work directly with children 2. Special education aides who work directly with children 3. English as a Second Language (ESL) or bilingual education aides who work directly with children 4. Volunteers (for example, parents, high school students, community members) who work directly with children 5. Any type of aide or volunteer doing non-instructional work (for example, photocopying, preparing materials, etc.) 6. No aides are available. |
Classroom aides (paid aides and volunteers) | T-RQ1 | Yes | This items was added to be consistent with Spring K. | |||||||
| TQA | B13a | Question "How many hours a week do different types of paid aides or volunteers usually work with children on instructional tasks either in your classroom or in a pull-out setting?_x000D_ _x000D_ Regular aides"_x000D_ _x000D_ InstResp "Enter the number of hours for each type of paid aide or volunteer. If none, write “0.”"_x000D_ _x000D_ Pre-unit "Hours:"_x000D_ _x000D_ Watermark "Enter hours" |
Classroom aides (paid aides and volunteers) | T-RQ1 | #REF! | Question "Approximately how many hours per week do you have an aide working in your classroom? If multiple aides are in your classroom during the same one hour, please count that as one hour. Enter to the half hours. For example, 1 1/2 hours would be entered as 1.5. As another example, 30 minutes would be entered as 0.5." Pre-unit "Number of hours:" Watermark "Enter hours" |
Classroom aides (paid aides and volunteers) | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | B13b | Question "Special education aides"_x000D_ _x000D_ InstResp "Enter the number of hours for each type of paid aide or volunteer. If none, write “0.”"_x000D_ _x000D_ Pre-unit "Hours:"_x000D_ _x000D_ Watermark "Enter hours" |
Classroom aides (paid aides and volunteers) | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. The item was replaced with new items CPA110A and CPA110B. | ||||||
| TQA | B13c | Question "ESL or bilinugal education aides"_x000D_ _x000D_ InstResp "Enter the number of hours for each type of paid aide or volunteer. If none, write “0.”"_x000D_ _x000D_ Pre-unit "Hours:"_x000D_ _x000D_ Watermark "Enter hours" |
Classroom aides (paid aides and volunteers) | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. The item was replaced with new items CPA110A and CPA110B. | ||||||
| TQA | B13d | Question "Volunteers (for example, parents, high school students, community members)"_x000D_ _x000D_ InstResp "Enter the number of hours for each type of paid aide or volunteer. If none, write “0.”"_x000D_ _x000D_ Pre-unit "Hours:"_x000D_ _x000D_ Watermark "Enter hours" |
Classroom aides (paid aides and volunteers) | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. The item was replaced with new items CPA110A and CPA110B. | ||||||
| TQA | B16a | Question "How many hours a week do different types of paid aides or volunteers usually do non-instructional work (for example, photocopying, preparing materials, etc.) either in your classroom or in a pul-out setting?_x000D_ _x000D_ Regular aides"_x000D_ _x000D_ InstResp "Enter the number of hours for each type of paid aide or volunteer. If none, write “0.”"_x000D_ _x000D_ Pre-unit "Hours:"_x000D_ _x000D_ Watermark "Enter hours" |
Classroom aides (paid aides and volunteers) | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. The item was replaced with new items CPA110A and CPA110B. | ||||||
| TQA | B16b | Question "Special education aides"_x000D_ _x000D_ InstResp "Enter the number of hours for each type of paid aide or volunteer. If none, write “0.”"_x000D_ _x000D_ Pre-unit "Hours:"_x000D_ _x000D_ Watermark "Enter hours" |
Classroom aides (paid aides and volunteers) | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. The item was replaced with new items CPA110A and CPA110B. | ||||||
| TQA | B16c | Question "ESL or bilinugal education aides"_x000D_ _x000D_ InstResp "Enter the number of hours for each type of paid aide or volunteer. If none, write “0.”"_x000D_ _x000D_ Pre-unit "Hours:"_x000D_ _x000D_ Watermark "Enter hours" |
Classroom aides (paid aides and volunteers) | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. The item was replaced with new items CPA110A and CPA110B. | ||||||
| TQA | B16d | Question "Volunteers (for example, parents, high school students, community members)"_x000D_ _x000D_ InstResp "Enter the number of hours for each type of paid aide or volunteer. If none, write “0.”"_x000D_ _x000D_ Pre-unit "Hours:"_x000D_ _x000D_ Watermark "Enter hours" |
Classroom aides (paid aides and volunteers) | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. The item was replaced with new items CPA110A and CPA110B. | ||||||
| TQA | B17a | Question “Which of the following statements is true about how well your school system provides you with the instructional materials and other resources you need to teach your class in the following subject areas?_x000D_ _x000D_ Reading and language arts”_x000D_ ----_x000D_ 1. I get all the resources I need._x000D_ 2. I get most of the resources I need._x000D_ 3. I get some of the resources I need._x000D_ 4. I don't get any of the resources I need._x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | #REF! | Question “Which of the following statements is true about how well your school system provides you with the instructional materials and other resources you need to teach your class or classes in the following subject areas? Reading and language arts” ---- 1. I get all the resources I need. 2. I get most of the resources I need. 3. I get some of the resources I need. 4. I don't get any of the resources I need. |
Availability, use, and adequacy of instructional materials | T-RQ1 | yes | This item was revised to be consistent with Spring K. | ||
| TQA | B17b | Question “Mathematics”_x000D_ ----_x000D_ 1. I get all the resources I need._x000D_ 2. I get most of the resources I need._x000D_ 3. I get some of the resources I need._x000D_ 4. I don't get any of the resources I need._x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | #REF! | Question “Mathematics”_x000D_ ----_x000D_ 1. I get all the resources I need._x000D_ 2. I get most of the resources I need._x000D_ 3. I get some of the resources I need._x000D_ 4. I don't get any of the resources I need._x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | ||||
| TQA | B17c | Question “Science”_x000D_ ----_x000D_ 1. I get all the resources I need._x000D_ 2. I get most of the resources I need._x000D_ 3. I get some of the resources I need._x000D_ 4. I don't get any of the resources I need._x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | #REF! | Question “Science”_x000D_ ----_x000D_ 1. I get all the resources I need._x000D_ 2. I get most of the resources I need._x000D_ 3. I get some of the resources I need._x000D_ 4. I don't get any of the resources I need._x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | ||||
| TQA | B18a | Question “In general, how adequate is each of the following for your class(es)?_x000D_ _x000D_ Textbooks”_x000D_ ----_x000D_ 1. I don’t use these at this grade level._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B18b | Question “Tradebooks (for example, novels, collections of poetry, nonfiction)”_x000D_ ----_x000D_ 1. I don’t use these at this grade level._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B18c | Question “Basal reader books”_x000D_ ----_x000D_ 1. I don’t use these at this grade level._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B18d | Question “Manipulatives (for example, blocks, puzzles)”_x000D_ ----_x000D_ 1. I don’t use these at this grade level._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B18e | Question “Digital tablets (such as an iPad)”_x000D_ ----_x000D_ 1. I don’t use these at this grade level._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B18f | Question “Visual display technology (for example, Smart Board)”_x000D_ ----_x000D_ 1. I don’t use these at this grade level._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B18g | Question “{Continued} In general, how adequate is each of the following for your class(es)?_x000D_ _x000D_ Computers with internet access (laptop or desktop)”_x000D_ ----_x000D_ 1. I don’t use these at this grade level._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B18h | Question “Licensed computer software packages”_x000D_ ----_x000D_ 1. I don’t use these at this grade level._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B18i | Question “Paid digital substriptions (for example subscriptions to online apps, platforms and/or programs).”_x000D_ ----_x000D_ 1. I don’t use these at this grade level._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B18j | Question “Paper and pencils”_x000D_ ----_x000D_ 1. I don’t use these at this grade level._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B18k | Question “Printing and reproduction”_x000D_ ----_x000D_ 1. I don’t use these at this grade level._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B18l | Question “Art materials, paints, clays”_x000D_ ----_x000D_ 1. I don’t use these at this grade level._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B18m | Question “{Continued} In general, how adequate is each of the following for your class(es)?_x000D_ _x000D_ Musical instruments”_x000D_ ----_x000D_ 1. I don’t use these at this grade level._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B18n | Question “Musical recordings”_x000D_ ----_x000D_ 1. I don’t use these at this grade level._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B18o | Question “Materials for teaching ELL children”_x000D_ ----_x000D_ 1. I don’t use these at this grade level._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B18p | Question “Materials for teaching children with disabilities”_x000D_ ----_x000D_ 1. I don’t use these at this grade level._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B18q | Question “Heat and air-conditioning”_x000D_ ----_x000D_ 1. I don’t use these at this grade level._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B18r | Question “Classroom space”_x000D_ ----_x000D_ 1. I don’t use these at this grade level._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B19 | Question “Many schools have PTAs/PTOs that help provide additional support to their school. Which of the following are supported by funds raised or donated by your PTA/PTO?”_x000D_ _x000D_ InstResp “Please include programs run by the school and those run by outside groups. _x000D_ _x000D_ Select all that apply.”_x000D_ ----_x000D_ 1. Books for class library_x000D_ 2. Technology for your classroom (Smartboards, Chromebooks, tablets, apps, etc.)_x000D_ 3. Basic classroom supplies (paper, pencils, crayons, etc.)_x000D_ 4. Classroom arts supplies (for musical, visual, dance, and dramatic arts activities)_x000D_ 5. Field trips_x000D_ 6. Enrichment programs (for example, STEM programs, arts programs, literacy programs, cooking programs)_x000D_ 7. PTA/PTO does not provide funds or donations to support my classroom_x000D_ 8. Our school does not have a PTA/PTO_x000D_ 91. Other (Please specify):_x000D_ |
PTA/PTO contributions to classroom (e.g. books, technology, art supplies, field trips) | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B19OS | Other specify for PTA/PTO contributions to classroom (e.g. books, technology, art supplies, field trips) | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | |||||||
| TQA | B20 | Question “Which statements are true of how the following technology is used as a learning tool by students in your classroom?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Students are encouraged to use personal cell phones and/or tablets_x000D_ 2. Students are required to use personal cell phones and/or tablets_x000D_ 3. Students are encouraged to use school-provided tablets or other digital devices_x000D_ 4. Students are required to use school-provided tablets or other digital devices_x000D_ 5. Students are encouraged to use school computers_x000D_ 6. Students are required to use school computers_x000D_ 7. None of the above_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B21 | Question “Which of the following best describes the mode of instruction that you use in your classes?”_x000D_ ----_x000D_ 1. In-person instruction only_x000D_ 2. Web-based instruction only_x000D_ 3. Blended instruction_x000D_ |
Instructional activities | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B22 | Question “During this school year, approximately what percentage of the blended instruction that you provide is in-person? _x000D_ _x000D_ Watermark “Enter percentage” |
Instructional activities | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B24a | Question “The next group of questions asks about classroom practices. In a typical day, how much time does a child in your class spend in the following activities? _x000D_ _x000D_ Working independently”_x000D_ _x000D_ InstResp “Do not include lunch or recess breaks.”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 | CPA010Ax | Question “The next group of questions asks about classroom practices. In a typical day, how much time does a child in your class spend in the following activities? Working independently” InstResp “Do not include lunch or recess breaks.” ---- 1. No time 2. Half hour or less 3. About one hour 4. About two hours 5. About three hours 6. Four hours or more |
Class organization | T-RQ1 | ||||
| TQA | B24b | Question “Working on individual tasks under teacher direction”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 | CPA010Bx | Question “Working on individual tasks under teacher direction”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 | ||||
| TQA | B24c | Question “Working with peers under teacher direction”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 | CPA010Cx | Question “Working with peers under teacher direction”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 | ||||
| TQA | B24d | Question “Working in small groups with teacher”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 | CPA010Dx | Question “Working in small groups with teacher”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 | ||||
| TQA | B24e | Question “Teacher lecture with large group and/or large group discussion led by teacher”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 | CPQ010Ex | Question “Teacher lecture with large group and/or large group discussion led by teacher”_x000D_ ----_x000D_ 1. No time_x000D_ 2. Half hour or less_x000D_ 3. About one hour_x000D_ 4. About two hours_x000D_ 5. About three hours_x000D_ 6. Four hours or more_x000D_ |
Class organization | T-RQ1 | ||||
| TQA | B25 | Question “How often does disruptive student behavior interfere with your instruction?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Seldom_x000D_ 3. Usually_x000D_ 4. Always_x000D_ |
Instructional time spent handling disruptive behavior | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B26 | Question: “How much time per day would you estimate that you spend handling disruptive student behavior?”_x000D_ ----_x000D_ 1. Less than ½ hour_x000D_ 2. ½ hour to less than 1 hour_x000D_ 3. 1 to less than 1 ½ hours_x000D_ 4. 1 ½ to less than 2 hours_x000D_ 5. 2 to less than 2 ½ hours_x000D_ 6. 2 ½ to less than 3 hours_x000D_ 7. 3 hours or more_x000D_ |
Instructional time spent handling disruptive behavior | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B27a | Question “How often does the typical child in your class usually work on lessons or projects in the following general subject areas, whether as a whole class, in small groups, or in individualized arrangements?_x000D_ _x000D_ Reading and language arts”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | CPA020Ax | Question “How often does the typical child in your class usually work on lessons or projects in the following general subject areas, whether as a whole class, in small groups, or in individualized arrangements?_x000D_ _x000D_ Reading and language arts”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B27b | Question “Mathematics”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | CPA020Bx | Question “Mathematics”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B27c | Question “Social studies”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | CPA020Cx | Question “Social studies”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B27d | Question “Science”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | CPA020Dx | Question “Science”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B27e | Question “Music”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | CPA020Ex | Question “Music”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B27f | Question “Art”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | CPA020Fx | Question “Art”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B27g | Question “{Continued} How often does the typical child in your class usually work on lessons or projects in the following general subject areas, whether as a whole class, in small groups, or in individualized arrangements?_x000D_ _x000D_ Physical education”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | CPA020Gx | Question “{Continued} How often does the typical child in your class usually work on lessons or projects in the following general subject areas, whether as a whole class, in small groups, or in individualized arrangements?_x000D_ _x000D_ Physical education”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B27h | Question “Dance/creative movement”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | CPA020Hx | Question “Dance/creative movement”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B27i | Question “Theater/creative dramatics”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | CPA020Ix | Question “Theater/creative dramatics”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B27j | Question “Foreign language (excluding English for ELL students)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | CPA020Jx | Question “Foreign language (excluding English for ELL students)” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B27k | Question “Computer science (including coding)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | CPA020Kx | Question “Computer science (including coding)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B28a | Question “On the days children work in these areas, how much time does the typical child in your class usually work on lessons or projects in the following general subject areas?_x000D_ _x000D_ Reading and language arts”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | #REF! | Question “On the days children work in these areas, how much time does the typical child in your class usually work on lessons or projects in the following general subject areas?_x000D_ _x000D_ Reading and language arts”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B28b | Question “Mathematics”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | #REF! | Question “Mathematics”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B28c | Question “Social studies”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | #REF! | Question “Social studies”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B28d | Question “Science”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | #REF! | Question “Science”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B28e | Question “Music”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | #REF! | Question “Music”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B28f | Question “Art”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | #REF! | Question “Art”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B28g | Question “{Continued} On the days children work in these areas, how much time does the typical child in your class usually work on lessons or projects in the following general subject areas?_x000D_ _x000D_ Physical education”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | #REF! | Question “{Continued} On the days children work in these areas, how much time does the typical child in your class usually work on lessons or projects in the following general subject areas?_x000D_ _x000D_ Physical education”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B28h | Question “Dance/creative movement”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | #REF! | Question “Dance/creative movement”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B28i | Question “Theater/creative dramatics”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | #REF! | Question “Theater/creative dramatics”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B28j | Question “Foreign language (excluding English for ELL students)” ---- 1. Not applicable/Never 2. Less than ½ hour a day 3. ½ hour to less than 1 hour 4. 1 to less than 1 ½ hours 5. 1 ½ to less than 2 hours 6. 2 to less than 2 ½ hours 7. 2 ½ to less than 3 hours 8. 3 hours or more |
Use of class time by subject area | T-RQ1 | #REF! | Question “Foreign language (excluding English for ELL students)” ---- 1. Not applicable/Never 2. Less than ½ hour a day 3. ½ hour to less than 1 hour 4. 1 to less than 1 ½ hours 5. 1 ½ to less than 2 hours 6. 2 to less than 2 ½ hours 7. 2 ½ to less than 3 hours 8. 3 hours or more |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B28k | Question "Computer science (including coding)"_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | #REF! | Question "Computer science (including coding)"_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour a day_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Use of class time by subject area | T-RQ1 | ||||
| TQA | B29a | Question “In an average week, how often do you divide your class(es) into achievement groups for reading activities or lessons?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of achievement grouping | T-RQ1 T-RQ3 |
CPA040Ax | Question “In an average week, how often do you divide your class into achievement groups for reading activities or lessons?” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of achievement grouping | T-RQ1 T-RQ3 |
Yes | This item was revised for first grade. | ||
| TQA | B29b | Question “When you use achievement groups for reading, how many groups do you typically have?”_x000D_ _x000D_ InstResp “If you have more than one class, enter the average for your classes.”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Use of achievement grouping | T-RQ1 T-RQ3 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B29c | Question “On days when you divide your class into achievement groups for reading, how many minutes do the groups usually stay together?”_x000D_ _x000D_ InstResp “If you have more than one class, enter the average for your classes.”_x000D_ _x000D_ Pre-unit: “Number of minutes:”_x000D_ _x000D_ Watermark: “Enter number” |
Use of achievement grouping | T-RQ1 T-RQ3 |
CPA040Bx | Question “On days when you divide your class into achievement groups for reading, how many minutes do the groups usually stay together?” Pre-unit: “Number of minutes:” Watermark: “Enter number” |
Use of achievement grouping | T-RQ1 T-RQ3 |
Yes | This item was revised for first grade. | ||
| TQA | B30a | Question “In an average week, how often do you divide your class(es) into achievement groups for math activities or lessons?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week_x000D_ |
Use of achievement grouping | T-RQ1 T-RQ3 |
CPA050Ax | Question “In an average week, how often do you divide your class into achievement groups for math activities or lessons?” ---- 1. Never 2. Less than once a week 3. 1 day a week 4. 2 days a week 5. 3 days a week 6. 4 days a week 7. 5 days a week |
Use of achievement grouping | T-RQ1 T-RQ3 |
Yes | This item was revised for first grade. | ||
| TQA | B30b | Question “When you use achievement groups for math, how many groups do you typically have?”_x000D_ _x000D_ InstResp “If you have more than one class, enter the average for your classes.”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Use of achievement grouping | T-RQ1 T-RQ3 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B30c | Question “On days when you divide your class into achievement groups for math, how many minutes do the groups usually stay together?”_x000D_ _x000D_ InstResp “If you have more than one class, enter the average for your classes.”_x000D_ _x000D_ Pre-unit: “Number of minutes:”_x000D_ _x000D_ Watermark: “Enter number” |
Use of achievement grouping | T-RQ1 T-RQ3 |
CPA050Bx | Question “On days when you divide your class into achievement groups for math, how many minutes do the groups usually stay together?” Pre-unit: “Number of minutes:” Watermark: “Enter number” |
Use of achievement grouping | T-RQ1 T-RQ3 |
Yes | This item was revised for first grade. | ||
| TQA | B31a | Question “How often do the children in your class(es) do the following activities? _x000D_ _x000D_ Go to the school library or media center”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 | CPA080x | Question “How often do the children in your class do the following activities? Go to the school library or media center” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 | Yes | The item wording was revised for first grade. | ||
| TQA | B31b | Question “Borrow materials from the library or media center”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B32 | Question “How many days a week do children have recess?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 | CPA090x | Question “How many days a week do children have recess?”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 | ||||
| TQA | B33a | Question “In a typical day, how much time does/do your class(es) spend in the following activities? _x000D_ _x000D_ InstResp “If you have more than one class, enter the average for your classes.”_x000D_ _x000D_ Lunch”_x000D_ ----_x000D_ 1. No time_x000D_ 2. 1-15 minutes_x000D_ 3. 16-30 minutes_x000D_ 4. 31-45 minutes_x000D_ 5. Longer than 45 minutes_x000D_ |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 | CPA100Ax | Question “In a typical day, how much time do children in your class spend in the following activities? Lunch” ---- 1. No time 2. 1-15 minutes 3. 16-30 minutes 4. 31-45 minutes 5. Longer than 45 minutes |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 | Yes | The item wording was revised for first grade. | ||
| TQA | B33b | Question “Free play indoors”_x000D_ ----_x000D_ 1. No time_x000D_ 2. 1-15 minutes_x000D_ 3. 16-30 minutes_x000D_ 4. 31-45 minutes_x000D_ 5. Longer than 45 minutes_x000D_ |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 | CPA100Bx | Question “Free play indoors”_x000D_ ----_x000D_ 1. No time_x000D_ 2. 1-15 minutes_x000D_ 3. 16-30 minutes_x000D_ 4. 31-45 minutes_x000D_ 5. Longer than 45 minutes_x000D_ |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 | ||||
| TQA | B33c | Question “Free play outdoors (including recess)”_x000D_ ----_x000D_ 1. No time_x000D_ 2. 1-15 minutes_x000D_ 3. 16-30 minutes_x000D_ 4. 31-45 minutes_x000D_ 5. Longer than 45 minutes_x000D_ |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 | CPA100Cx | Question “Free play outdoors (including recess)”_x000D_ ----_x000D_ 1. No time_x000D_ 2. 1-15 minutes_x000D_ 3. 16-30 minutes_x000D_ 4. 31-45 minutes_x000D_ 5. Longer than 45 minutes_x000D_ |
Class activities outside of the regular class (library, lunch, and recess) | T-RQ1 | ||||
| CPA300 | Question “Do any of the following staff members provide direct instruction to students in your class or classes who are struggling or at risk of failure in reading or math?” InstResp: “Select all that apply. Include staff other than yourself who provide direct instruction either in your class or in a pull-out setting. Exclude paraprofessionals/aides.” ---- 1. A reading specialist/interventionist who has specialized training in reading instruction 2. A math specialist/interventionist who has specialized training in math instruction 3. A special education teacher |
Classroom aides (paid aides and volunteers) | T-RQ1 | yes | This item was revised to be consistent with Spring K. | |||||||
| TQA | B34 | Question “Do any of the following staff members provide direct instruction to students in your class who are struggling or at risk of failure in reading or math?”_x000D_ _x000D_ InstResp: “Select all that apply. Include staff other than yourself who provide direct instruction either in your class or in a pull-out setting. Exclude paraprofessionals/aides.”_x000D_ ----_x000D_ 1. A reading specialist/interventionist who has specialized training in reading instruction_x000D_ 2. A math specialist/interventionist who has specialized training in math instruction_x000D_ 3. A special education teacher_x000D_ |
Classroom aides (paid aides and volunteers) | T-RQ1 | CPA300x | Question “Do any of the following staff members provide direct instruction to students in your class who are struggling or at risk of failure in reading or math?”_x000D_ _x000D_ InstResp: “Select all that apply. Include staff other than yourself who provide direct instruction either in your class or in a pull-out setting. Exclude paraprofessionals/aides.”_x000D_ ----_x000D_ 1. A reading specialist/interventionist who has specialized training in reading instruction_x000D_ 2. A math specialist/interventionist who has specialized training in math instruction_x000D_ 3. A special education teacher_x000D_ |
Classroom aides (paid aides and volunteers) | T-RQ1 | ||||
| CPA110Ax | Question “Which of the following types of aides do you receive help from in your classroom? ” InstResp "Please select all that apply." ---- 1. Regular aides who work directly with children 2. Special education aides who work directly with children 3. English as a Second Language (ESL) or bilingual education aides who work directly with children 4. Volunteers (for example, parents, high school students, community members) who work directly with children 5. Any type of aide or volunteer doing non-instructional work (for example, photocopying, preparing materials, etc.) 6. No aides are available. |
Classroom aides (paid aides and volunteers) | T-RQ1 | Yes | This item was added to the on grade level path to be consistent with Spring K. | |||||||
| TQA | B35a | Question “How many hours a week do different types of paid professionals/aides or volunteers usually work directly with children on instructional tasks either in your classroom or in a pull-out setting? General paraprofessionals/aides”_x000D_ _x000D_ InstResp “Enter the number of hours in the appropriate boxes below. If none, write “0.”_x000D_ _x000D_ Pre-unit: “Hours per week:”_x000D_ _x000D_ Watermark: “Enter hours per week” |
Classroom aides (paid aides and volunteers) | T-RQ1 | Yes | This item was dropped to allow space for other priorities. | ||||||
| TQA | B35b | Question “Special education paraprofessionals/aides”_x000D_ _x000D_ Pre-unit: “Hours per week:”_x000D_ _x000D_ Watermark: “Enter hours per week” |
Classroom aides (paid aides and volunteers) | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. The item was replaced with new items CPA110A and CPA110B. | ||||||
| TQA | B35c | Question “ESL or bilingual education paraprofessionals or aides”_x000D_ _x000D_ Pre-unit: “Hours per week:”_x000D_ _x000D_ Watermark: “Enter hours per week” |
Classroom aides (paid aides and volunteers) | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. The item was replaced with new items CPA110A and CPA110B. | ||||||
| TQA | B35d | Question “Volunteers (for example, parents, high school students, community members)”_x000D_ _x000D_ Pre-unit: “Hours per week:”_x000D_ _x000D_ Watermark: “Enter hours per week” |
Classroom aides (paid aides and volunteers) | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. The item was replaced with new items CPA110A and CPA110B. | ||||||
| TQA | B36a | Question “Please report the following about the computers located in your classroom every day. Total number of devices” InstResp “Please include any desktop, laptop, or other computer-type device (for example, tablets) used for instructional or administrative purposes. If none, write “0.” If your school provides each student with a device, but those devices must stay at school, please report those devices here.” Pre-unit: “Number:” Watermark: “Enter number” |
Availability, use, and adequacy of instructional materials | T-RQ1 | CPA310a | Question “Please report the following about the computers located in your classroom every day. Total number of devices” InstResp “Please include any desktop, laptop, or other computer-type device (for example, tablets) used for instructional or administrative purposes. If none, write “0.” If your school provides each student with a device, but those devices must stay at school, please report those devices here.” Pre-unit: “Number:” Watermark: “Enter number” |
Availability, use, and adequacy of instructional materials | T-RQ1 | ||||
| TQA | B36b | Question “Please report the following about the computers located in your classroom every day. Number with internet access”_x000D_ _x000D_ InstResp “Please include any desktop, laptop, or other computer-type device (for example, tablets) used for instructional or administrative purposes. If none, write “0.” If your school provides each student with a device, but those devices must stay at school, please report those devices here.”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Availability, use, and adequacy of instructional materials | T-RQ1 | CPA310b | Question “Please report the following about the computers located in your classroom every day. Number with internet access” InstResp “Please include any desktop, laptop, or other computer-type device (for example, tablets) used for instructional or administrative purposes. If none, write “0.” If your school provides each student with a device, but those devices must stay at school, please report those devices here.” Pre-unit: “Number:” Watermark: “Enter number” |
Availability, use, and adequacy of instructional materials | T-RQ1 | ||||
| TQA | B37a | Question “Please report the following about the computers that can be brought into your classroom (for example, laptops on carts, or school-provided student computers if students are allowed to take their computers home). Total number of devices”_x000D_ _x000D_ InstResp “Please include any desktop, laptop, or other computer-type device (for example, tablets) used for instructional or administrative purposes. If none, write “0.”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Availability, use, and adequacy of instructional materials | T-RQ1 | CPA320a | Question “Please report the following about the computers that can be brought into your classroom (for example, laptops on carts, or school-provided student computers if students are allowed to take their computers home). Total number of devices” InstResp “Please include any desktop, laptop, or other computer-type device (for example, tablets) used for instructional or administrative purposes. If none, write “0.” Pre-unit: “Number:” Watermark: “Enter number” |
Availability, use, and adequacy of instructional materials | T-RQ1 | ||||
| TQA | B37b | Question “Please report the following about the computers that can be brought into your classroom (for example, laptops on carts, or school-provided student computers if students are allowed to take their computers home). Number with internet access”_x000D_ _x000D_ InstResp “Please include any desktop, laptop, or other computer-type device (for example, tablets) used for instructional or administrative purposes. If none, write “0.”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Availability, use, and adequacy of instructional materials | T-RQ1 | CPA320b | Question “Please report the following about the computers that can be brought into your classroom (for example, laptops on carts, or school-provided student computers if students are allowed to take their computers home). Number with internet access” InstResp “Please include any desktop, laptop, or other computer-type device (for example, tablets) used for instructional or administrative purposes. If none, write “0.” Pre-unit: “Number:” Watermark: “Enter number” |
Availability, use, and adequacy of instructional materials | T-RQ1 | ||||
| TQA | B38a | Question “How frequently do you or your students use computers (desktop, laptop, or other computer-type devices such as a Chrome Book) in the following instructional activities? Daily assignments” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Not available |
Technology in instruction | T-RQ1 | CPA330a | Question “How frequently do you or your students use computers (desktop, laptop, or other computer-type devices such as a Chrome Book) in the following instructional activities? Daily assignments” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Not available |
Technology in instruction | T-RQ1 | ||||
| TQA | B38b | Question “Internet research”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 | CPA330b | Question “Internet research” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Not available |
Technology in instruction | T-RQ1 | ||||
| TQA | B38c | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 | CPA330c | Question “Special projects” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Not available |
Technology in instruction | T-RQ1 | ||||
| TQA | B38d | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 | CPA330d | Question “Presentations” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Not available |
Technology in instruction | T-RQ1 | ||||
| TQA | B38e | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 | CPA330e | Question “Homework” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Not available |
Technology in instruction | T-RQ1 | ||||
| TQA | B38f | Question “Accessing digital resources available through the district (intranet)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 | CPA330f | Question “Accessing digital resources available through the district (intranet)” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Not available |
Technology in instruction | T-RQ1 | ||||
| TQA | B39a | Question “How frequently do you or your students use an interactive whiteboard (for example, SMART Board, Activboard) in the following instructional activities?”_x000D_ _x000D_ “Daily assignments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 | CPA340a | Question “How frequently do you or your students use an interactive whiteboard (for example, SMART Board, Activboard) in the following instructional activities?” “Daily assignments” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Not available |
Technology in instruction | T-RQ1 | ||||
| TQA | B39b | Question “Internet research”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 | CPA340b | Question “Internet research” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Not available |
Technology in instruction | T-RQ1 | ||||
| TQA | B39c | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 | CPA340c | Question “Special projects” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Not available |
Technology in instruction | T-RQ1 | ||||
| TQA | B39d | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 | CPA340d | Question “Presentations” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Not available |
Technology in instruction | T-RQ1 | ||||
| TQA | B39e | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 | CPA340e | Question “Homework” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Not available |
Technology in instruction | T-RQ1 | ||||
| TQA | B39f | Question “Accessing digital resources available through the district (intranet)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 | CPA340f | Question “Accessing digital resources available through the district (intranet)” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Not available |
Technology in instruction | T-RQ1 | ||||
| TQA | B40a | Question “How frequently do your students use digital cameras (still or video) in the following instructional activities?_x000D_ _x000D_ Daily assignments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 | yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B40b | Question “Internet research”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 | yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B40c | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 | yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B40d | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 | yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B40e | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 | yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B40f | Question “Accessing digital resources available through the district (intranet)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 | yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | B41a | Question “How frequently do your students use digital tablets (such as an iPad) in the following instructional activities?_x000D_ _x000D_ Daily assignments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 | CPA360a | Question “How frequently do your students use digital tablets (such as an iPad) in the following instructional activities? Daily assignments” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Not available |
Technology in instruction | T-RQ1 | ||||
| TQA | B41b | Question “Internet research”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 | CPA360b | Question “Internet research” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Not available |
Technology in instruction | T-RQ1 | ||||
| TQA | B41c | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 | CPA360c | Question “Special projects” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Not available |
Technology in instruction | T-RQ1 | ||||
| TQA | B41d | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 | CPA360d | Question “Presentations” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Not available |
Technology in instruction | T-RQ1 | ||||
| TQA | B41e | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 | CPA360e | Question “Homework” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Not available |
Technology in instruction | T-RQ1 | ||||
| TQA | B41f | Question “Accessing digital resources available through the district (intranet)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not available_x000D_ |
Technology in instruction | T-RQ1 | CPA360f | Question “Accessing digital resources available through the district (intranet)” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Not available |
Technology in instruction | T-RQ1 | ||||
| TQA | B42a | Question “Which of the following statements is true about how well your school system provides you with the instructional materials and other resources you need to teach your class in the following subject areas?_x000D_ _x000D_ English language arts”_x000D_ ----_x000D_ 1. I get all the resources I need._x000D_ 2. I get most of the resources I need._x000D_ 3. I get some of the resources I need._x000D_ 4. I don't get any of the resources I need._x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | CPA120Ax | Question “Which of the following statements is true about how well your school system provides you with the instructional materials and other resources you need to teach your class in the following subject areas? Reading and language arts” ---- 1. I get all the resources I need. 2. I get most of the resources I need. 3. I get some of the resources I need. 4. I don't get any of the resources I need. |
Availability, use, and adequacy of instructional materials | T-RQ1 | ||||
| TQA | B42b | Question “Mathematics”_x000D_ ----_x000D_ 1. I get all the resources I need._x000D_ 2. I get most of the resources I need._x000D_ 3. I get some of the resources I need._x000D_ 4. I don't get any of the resources I need._x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | CPA120Bx | Question “Mathematics” ---- 1. I get all the resources I need. 2. I get most of the resources I need. 3. I get some of the resources I need. 4. I don't get any of the resources I need. |
Availability, use, and adequacy of instructional materials | T-RQ1 | ||||
| TQA | B42c | Question “Science”_x000D_ ----_x000D_ 1. I get all the resources I need._x000D_ 2. I get most of the resources I need._x000D_ 3. I get some of the resources I need._x000D_ 4. I don't get any of the resources I need._x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | CPA120Cx | Question “Science” ---- 1. I get all the resources I need. 2. I get most of the resources I need. 3. I get some of the resources I need. 4. I don't get any of the resources I need. |
Availability, use, and adequacy of instructional materials | T-RQ1 | ||||
| TQA | C1a | Question “The next set of questions relates to your instructional activities and resources. To what extent do you agree that the following behavioral support practices are characteristic of your teaching in your classes?_x000D_ _x000D_ Classroom routines are consistently implemented.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 | Yes | This item was dropped to be consistent with Spring K | ||||||
| TQA | C1b | Question “Expectations of students are clearly communicated in positive terms.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C1c | Question: “You gain the attention of all students before beginning a lesson.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C1d | Question: “You solicit both group and individual responses to questions.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C1e | Question: “You provide all students with individual opportunities to respond to questions.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C1f | Question: “There is a system for documenting and rewarding appropriate student behavior.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C1g | Question: “You use a range of consequences to discourage inappropriate student behavior.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C2a | Question “To what extent do you agree that you teach the following social and emotional competencies in your classes?_x000D_ _x000D_ Self-awareness (teaching students to recognize their own feelings, interests, strengths, and limitations)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C2b | Question “Self-management (teaching students to regulate emotions and manage daily stressors)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C2c | Question “Social awareness (teaching students to take the perspective of others and appreciate similarities and differences)”._x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C2d | Question “Relationship and social skills (teaching students prosocial behavior and skills to develop meaningful relationships)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C2e | Question “Responsible decision making (teaching students to identify and analyze problems, understand consequences, and take responsibility for their decisions)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C3a | Question “How strongly do you agree or disagree that you utilize the following practices in your class?_x000D_ _x000D_ Display pictures, posters, artwork, and other décor that reflect the cultures and ethnic backgrounds of each student in your class.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | T-RQ1 | IAA010A | Question “The next series of questions are focused on your instructional activities and curricular focus in your class or clases. How strongly do you agree or disagree with the following statements about your class or classes? Pictures, posters, artwork, and other décor reflect the cultures and ethnic backgrounds of each student in your class or classes.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Not applicable |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | T-RQ1 | Yes | This item was revised to be consistent with Spring K | ||
| TQA | C3b | Question “Ensure that all notices and communications to families and caregivers are written in their language of origin.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | T-RQ1 | IAA010B | Question “All notices and communications to families/caregivers of students in your class or classes are written in their language of origin.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Not applicable |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C3c | Question “Use alternative formats and varied approaches to communicate and share information with families and caregivers.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | T-RQ1 | IAA010C | Question “Alternative formats and varied approaches to communicate and share information are used with families and caregivers of students in your class or classes.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Not applicable |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C3d | Question “Screen books, movies, and other media resources for negative cultural, ethnic or racial stereotypes before using them in your classes.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | C4a | Question “The next series of questions is about your instruction in reading and language arts. How often do you use the following resources to teach reading in this class?_x000D_ _x000D_ Basal reading series (a core or primary reading text for all students)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | IAA020A | Question “The next series of questions is about your instruction in reading and language arts. How often do you use the following resources to teach reading in your class or classes? Core or primary reading text for all students (e.g., basal reading series)” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C4b | Question “Leveled or guided reading books (multiple books, each at a specific reading level)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | IAA020B | Question “Leveled or guided reading books (multiple books, each at a specific reading level)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | ||||
| TQA | C4c | Question “Newspapers and/or magazines”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | IAA020D | Question “Children's newspapers and/or magazines” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C4d | Question “Reading kits (usually a boxed product, which may contain student and teacher materials, assessment materials, and manipulatives)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | IAA020C | Question “Reading kits (usually a boxed product, which may contain student and teacher materials, assessment materials, and manipulatives)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | ||||
| TQA | C4e | Question “Computer software for reading instruction”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | IAA020E | Question “Computer software and applications for reading instruction (including those for laptops, desktops, cell phones, or digital tablets)” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C4f | Question “Applications for cell phones or digital tablets”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | C4g | Question “A variety of trade books (for example, novels, collections of poetry, nonfiction)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | IAA020Fx | Question “Tradebooks (for example, collections of non-fiction)” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C4h | Question “{Continued} How often do you use the following resources to teach reading in this class?_x000D_ _x000D_ Materials from other subjects (for example, science, social studies)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | IAA020G | Question “{Continued} How often do you use the following resources to teach reading in your class or classes? Reading materials from other subjects (for example, science, social studies)” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C4i | Question “Manipulatives (for example, plastic letters, picture cards, letter cards, tiles)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | IAA020H | Question “Manipulatives (for example, plastic letters, picture cards, letter cards, tiles)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | ||||
| TQA | C4j | Question “Big books”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | IAA020Ix | Question “Big books and decodable or sound/symbol books” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C4k | Question “Decodable books, sound/symbols books”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | C4l | Question “Read-along books paired with audiobooks”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | C4m | Question “Anthology (collection of literary works, which may include poems, short stories, plays, songs, excerpts, etc.)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | C5a | Question “How often do children in this class do each of the following READING and LANGUAGE ARTS activities?_x000D_ _x000D_ Practice writing the letters of the alphabet”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA060A | Question “How often do children in your class or classes do each of the following reading and language arts activities? Practice writing the letters of the alphabet” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C5b | Question “Discuss new or difficult vocabulary”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA060B | Question “Discuss new or difficult vocabulary”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C5c | Question “Dictate stories to a teacher, aide, or volunteer”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA060C | Question “Dictate stories to a teacher, aide, or volunteer”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C5d | Question “Work on phonics”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA060D | Question “Work on phonics”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C5e | Question “Listen to you read stories where they see the print (for example, Big Books)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA060E | Question “Listen to you read stories where they see the print (for example, Big Books)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C5f | Question “Listen to you read stories but they don't see the print”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA060F | Question {Continued} How often do children in your class or classes do each of the following reading and language arts activities?" Listen to you read stories but they don't see the print” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C5g | Question “{Continued} How often do children in this class do each of the following READING and LANGUAGE ARTS activities?_x000D_ _x000D_ Retell stories”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA060G | Question “Retell stories” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C5h | Question “Read aloud”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA060H | Question “Read aloud”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C5i | Question “Read from basal reading texts”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA060I | Question “Read from basal reading texts”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C5j | Question “Read silently”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA060J | Question “Read silently”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C5k | Question “Work in a reading workbook or on a worksheet”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA060K | Question "{Continued} How often do children in your class or classes do each of the following reading and language arts activities?" Work in a reading workbook or on a worksheet” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C5l | Question “Write words from dictation, to improve spelling”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA060L | Question “Write words from dictation, to improve spelling”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C5m | Question “{Continued} How often do children in this class do each of the following READING and LANGUAGE ARTS activities?_x000D_ _x000D_ Write with encouragement to use invented spellings, if needed”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA060M | Question “Write with encouragement to use invented spellings, if needed” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C5n | Question “Read books they have chosen for themselves”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA060N | Question “Read books they have chosen for themselves”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C5o | Question “Compose and write stories or reports”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA060O | Question “Compose and write stories or reports”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C5p | Question “Project based activities related to a book or story”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA060P | Question "{Continued} How often do children in your class or classes do each of the following reading and language arts activities?" Do an activity or project related to a book or story” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C5q | Question “Perform plays and skits”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | C5r | Question “Writing in a journal”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA060Q | Question “Writing in a journal”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C5s | Question “{Continued} How often do children in this class do each of the following READING and LANGUAGE ARTS activities?_x000D_ _x000D_ Work in mixed-achievement groups on language arts activities”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | C5t | Question “Peer tutoring”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | C5u | Question “Read text with controlled vocabulary”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA060R | Question “Read text with controlled vocabulary”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C5v | Question “Read text with strong phonetic patterns”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA060S | Question “Read text with strong phonetic patterns”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C5w | Question “Read text with patterned or predictable text”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA060T | Question “Read text with patterned or predictable text”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C6a | Question “For this school year as a whole, how often did you teach each of the following language arts topics in your class(es)? _x000D_ _x000D_ Conventions of print (left to right orientation, book holding)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA070A | Question “For this school year as a whole, how often did you teach each of the following reading and language arts topics in your class or classes? Conventions of print (left to right orientation, book holding)” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C6b | Question “Writing own name (first and last)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | C6c | Question “Rhyming words and word families”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA070B | Question “Rhyming words and word families”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C6d | Question “Blending separate sounds of a word to say the word (for example, “/c/ /a/ /t/ - cat”)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA070C | Question “Blending separate sounds of a word to say the word (for example, “/c/ /a/ /t/ - cat”)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C6e | Question “Verbally manipulating syllables within a word (for example, what is cowboy without cow?)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA070D | Question “Verbally manipulating syllables within a word (for example, what is cowboy without cow?)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C6f | Question “{Continued} For this school year as a whole, how often did you teach each of the following language arts topics in your class(es)? _x000D_ _x000D_ Reading multi-syllable words, like “adventure”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA070E | Question "Reading multi-syllable words, like “adventure” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C6g | Question “Morphological awareness to help students find meaningful units in words (for example, prefixes, suffixes, and base words)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA070F | Question “Morphological awareness to help students find meaningful units in words (for example, prefixes, suffixes, and base words)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C6h | Question “Use of common prepositions such as over and under, up and down”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA070G | Question “{Continued} For this school year as a whole, how often did you teach each of the following reading and language arts topics in your class or classes? Use of common prepositions such as over and under, up and down” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C6i | Question “Identifying the main idea and parts of a story”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA070H | Question “Identifying the main idea and parts of a story”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C6j | Question “Orally retelling stories, including key details”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA070I | Question “Orally retelling stories, including key details”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C6k | Question “Remembering and following directions that include a series of actions”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA070J | Question “Remembering and following directions that include a series of actions”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C6l | Question “{Continued} For this school year as a whole, how often did you teach each of the following language arts topics in your class(es)? _x000D_ _x000D_ Using capitalization and punctuation”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA070K | Question “Using capitalization and punctuation” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C6m | Question “Composing and writing complete sentences”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA070L | Question “Composing and writing complete sentences”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C6n | Question “Writing narratives with two or more appropriately sequenced events”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | C6o | Question “Conventional spelling”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA070M | Question “{Continued} For this school year as a whole, how often did you teach each of the following reading and language arts topics in your class or classes? Conventional spelling” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C6p | Question “Alphabetizing”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | C6q | Question “Reading age appropriate books independently with comprehension”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA070N | Question “Reading age appropriate books independently with comprehension”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C7a | Question “How often do children in this class do each of the following math activities?_x000D_ _x000D_ Count out loud”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA080A | Question “How often do children in your class or classes do each of the following math activities? Count out loud” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C7b | Question “Work with geometric manipulatives”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA080B | Question “Work with geometric manipulatives”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C7c | Question “Play math-related games”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA080C | Question “Play math-related games”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C7d | Question “Use a calculator for math”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | C7e | Question “Use music to understand math concepts”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA080D | Question “Use music to understand math concepts”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C7f | Question “Use creative movement or creative drama to understand math concepts”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA080E | Question “Use creative movement or creative drama to understand math concepts”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C7g | Question “{Continued} How often do children in this class do each of the following math activities?_x000D_ _x000D_ Work with rulers, measuring cups, spoons, or other measuring instruments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA080F | Question “Work with rulers, measuring cups, spoons, or other measuring instruments” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C7h | Question “Explain how a math problem is solved”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA080G | Question “{Continued} How often do children in your class or classes do each of the following math activities? Explain how a math problem is solved” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C7i | Question “Engage in calendar-related activities”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA080H | Question “Engage in calendar-related activities”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C7j | Question “Do math worksheets”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA080I | Question “Do math worksheets”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C7k | Question “Do math problems from their textbooks”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA080J | Question “Do math problems from their textbooks”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C7l | Question “How often do children in this class do each of the following math activities?_x000D_ _x000D_ Complete math problems independently in front of whole group”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA080K | Question “Complete math problems independently in front of whole group” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C7m | Question “{Continued} How often do children in this class do each of the following math activities?_x000D_ _x000D_ Solve math problems in small groups or with a partner”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA080L | Question “Solve math problems in small groups or with a partner” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C7n | Question “Work on math problems that reflect real-life situations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA080M | Question “{Continued} How often do children in your class or classes do each of the following math activities? Work on math problems that reflect real-life situations” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C7o | Question “Work in mixed achievement groups on math activities”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | C7p | Question “Peer tutoring”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | C7q | Question “Use a number line to understand number concepts”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA080N | Question “Use a number line to understand number concepts”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C8a | Question: “For this school year as a whole, how often did you teach each of the following math skills in your class(es)? _x000D_ _x000D_ Correspondence between number and quantity”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA090A | Question: “For this school year as a whole, how often did you teach each of the following math skills in your class or classes? Correspondence between number and quantity” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | yes | This item was revised to be consistent with Spring K. | ||
| TQA | C8b | Question “Counting by 2s, 5s, and 10s”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA090B | Question “Counting by 2s, 5s, and 10s”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C8c | Question “Counting on from a given number instead of 1”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA090C | Question “Counting on from a given number instead of 1”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C8d | Question “Counting beyond 100”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA090D | Question “Counting beyond 100”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C8e | Question “Writing all numbers between 1 and 100”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | C8f | Question “Recognizing and naming geometric shapes”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA090E | Question “Recognizing and naming geometric shapes”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C8g | Question “{Continued} For this school year as a whole, how often did you teach each of the following math skills in your class(es)? _x000D_ _x000D_ Identifying relative quantity (for example, equal, most, less, more)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA090F | Question “Identifying relative quantity (for example, equal, most, less, more)” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C8h | Question “Sorting objects into subgroups according to a rule”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA090G | Question “{Continued} For this school year as a whole, how often did you teach each of the following math skills in your class or classes? Sorting objects into subgroups according to a rule” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C8i | Question “Ordering objects by size or other properties”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA090H | Question “Ordering objects by size or other properties”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C8j | Question “Making, copying, or extending patterns”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA090I | Question “Making, copying, or extending patterns”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C8k | Question “Recognizing the value of coins and currency”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | C8l | Question “Adding single-digit numbers”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA090J | Question “Adding single-digit numbers”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C8m | Question “{Continued} For this school year as a whole, how often did you teach each of the following math skills in your class(es)? _x000D_ _x000D_ Subtracting single-digit numbers”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA090K | Question “Subtracting single-digit numbers” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C8n | Question “Uses place value to compose and decompose numbers into tens and ones”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA090L | Question “Uses place value to compose and decompose numbers into tens and ones”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C8o | Question “Reading three-digit numbers”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | C8p | Question “Interpreting simple graphs”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA090M | Question “{Continued} For this school year as a whole, how often did you teach each of the following math skills in your class or classes? Interpreting simple graphs” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C8q | Question “Performing simple data collection and graphing”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA090N | Question “Performing simple data collection and graphing”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C8r | Question “Measuring to nearest whole number using common instruments (for example, rulers, tape measures, thermometers, or scales)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | C8s | Question “{Continued} For this school year as a whole, how often did you teach each of the following math skills in your class(es)? _x000D_ _x000D_ Decomposes numbers less than or equal to 10 by using objects or drawings”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA090O | Question “Decomposes numbers less than or equal to 10 by using objects or drawings” ---- 1. Once a month or less 2. Two or three times a month 3. Once or twice a week 4. Three or four times a week 5. Daily 6. Not taught because this is taught at a higher grade level 7. Not taught because children should already know |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C8t | Question “Telling time”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C8u | Question “Estimating quantities”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C8v | Question “Estimating probability”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C8w | Question “Writing math equations to solve word problems”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. Two or three times a month_x000D_ 3. Once or twice a week_x000D_ 4. Three or four times a week_x000D_ 5. Daily_x000D_ 6. Not taught because this is taught at a higher grade level_x000D_ 7. Not taught because children should already know_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C9 | Question “The next series of questions asks about the use of different languages in your classroom by teachers, and other adults. Are any languages other than English used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 | CSA250 | Question “The next series of questions asks about the use of different languages in your classroom by teachers, and other adults. Are any languages other than English used by teachers, aides, or other adults in your class?” ---- 1. Yes 2. No |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 | ||||
| TQA | C10a | Question “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class} in the following ways?_x000D_ _x000D_ For academic instruction in reading/literacy”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 | yes | This item is a Duplicate of A23a (row 97) | ||||||
| TQA | C10b | Question “For academic instruction in mathematics”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 | yes | This item is a Duplicate of A23b (row 98) | ||||||
| TQA | C10c | Question “For academic instruction in other subjects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 | yes | This item is a Duplicate of A23c (row 99) | ||||||
| TQA | C10d | Question “For instructional support (for example, explaining directions, etc.)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 | yes | This item is a Duplicate of A23d (row 100) | ||||||
| TQA | C10e | Question “For controlling and directing student behavior (classroom management)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 | yes | This item is a Duplicate of A23e (row 101) | ||||||
| TQA | C10f | Question “How often is a non-English language used by teachers, aides, or other adults in your {full-day class/morning class/afternoon class} in the following ways?_x000D_ _x000D_ For conversation”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Less than half the time_x000D_ 3. About half the time_x000D_ 4. More than half the time_x000D_ 5. All the time_x000D_ |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 | yes | This item is a Duplicate of A23f (row 102) | ||||||
| TQA | C11 | Question “How much time per day do you and any other teacher or aide speak any non-English language in your {full-day class/morning class/afternoon class}?”_x000D_ ----_x000D_ 1. 1-15 minutes a day_x000D_ 2. 16-30 minutes a day_x000D_ 3. 31-60 minutes a day_x000D_ 4. More than 60 minutes a day_x000D_ |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 | IAA250 | Question “How much time per day do you and any other teacher or aide speak any non-English language in your class?” ---- 1. 1-15 minutes a day 2. 16-30 minutes a day 3. 31-60 minutes a day 4. More than 60 minutes a day |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 | ||||
| TQA | C12 | Question: “Do you have any students who are English language learners (ELLs) in your {full-day class/morning class/afternoon class}?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 | IAA100 | Question: “Do you have any students who are English language learners (ELLs) in your class or classes?” ---- 1. Yes 2. No |
Use of languages other than English in the classroom (e.g., instruction in reading/literature, instruction in math, instructional support, directing student behavior, and conversation) | T-RQ3 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C13a | Question “How often do English language learners (ELL children) in your {full-time class/morning class/afternoon class} do each of the following activities (in your classroom or in a pull-out program)? Take assessments to monitor their English language acquisition” ---- 1. Once a month or less 2. 2 to 3 times a month 3. 1 to 2 times a week 4. 3 to 4 times a week 5. Daily |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 | IAA110A | Question “How often do English language learners (ELL children) in your class or classes do each of the following activities (in your classroom or in a pull-out program)? Take assessments to monitor their English language acquisition” ---- 1. Once a month or less 2. 2 to 3 times a month 3. 1 to 2 times a week 4. 3 to 4 times a week 5. Daily |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 | Yes | This item was revised to be consistent with Spring K. | ||
| IAA110Ax | Question “How often do English language learners (ELL children) in your class do each of the following activities (in your classroom or in a pull-out program)? Take assessments to monitor their English language acquisition” ---- 1. Once a month or less 2. 2 to 3 times a month 3. 1 to 2 times a week 4. 3 to 4 times a week 5. Daily |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 | yes | The item wording was revised for first grade. | |||||||
| TQA | C13b | Question “Take assessments to assess their progress in English reading and literacy skills”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. 2 to 3 times a month_x000D_ 3. 1 to 2 times a week_x000D_ 4. 3 to 4 times a week_x000D_ 5. Daily_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 | IAA110B | Question “Take assessments to assess their progress in English reading and literacy skills”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. 2 to 3 times a month_x000D_ 3. 1 to 2 times a week_x000D_ 4. 3 to 4 times a week_x000D_ 5. Daily_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 | ||||
| IAA110Bx | Question “Take assessments to assess their progress in English reading and literacy skills”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. 2 to 3 times a month_x000D_ 3. 1 to 2 times a week_x000D_ 4. 3 to 4 times a week_x000D_ 5. Daily_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 | |||||||||
| TQA | C13c | Question “Work in small groups of ELL children or individually on intensive English reading and literacy skills”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. 2 to 3 times a month_x000D_ 3. 1 to 2 times a week_x000D_ 4. 3 to 4 times a week_x000D_ 5. Daily_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 | IAA110C | Question “Work in small groups of ELL children or individually on intensive English reading and literacy skills”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. 2 to 3 times a month_x000D_ 3. 1 to 2 times a week_x000D_ 4. 3 to 4 times a week_x000D_ 5. Daily_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 | ||||
| IAA110Cx | Question “Work in small groups of ELL children or individually on intensive English reading and literacy skills”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. 2 to 3 times a month_x000D_ 3. 1 to 2 times a week_x000D_ 4. 3 to 4 times a week_x000D_ 5. Daily_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 | |||||||||
| TQA | C13d | Question “Work in a structured peer-assisted setting (ELL child is paired with a non-ELL child)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. 2 to 3 times a month_x000D_ 3. 1 to 2 times a week_x000D_ 4. 3 to 4 times a week_x000D_ 5. Daily_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 | IAA110D | Question “Work in a structured peer-assisted setting (ELL child is paired with a non-ELL child)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. 2 to 3 times a month_x000D_ 3. 1 to 2 times a week_x000D_ 4. 3 to 4 times a week_x000D_ 5. Daily_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 | ||||
| IAA110Dx | Question “Work in a structured peer-assisted setting (ELL child is paired with a non-ELL child)”_x000D_ ----_x000D_ 1. Once a month or less_x000D_ 2. 2 to 3 times a month_x000D_ 3. 1 to 2 times a week_x000D_ 4. 3 to 4 times a week_x000D_ 5. Daily_x000D_ |
Instructional activities with ELL children (assess/monitor language acquisition, assess literacy skils, intensive skills work in small groups, and peer assisted settings) | T-RQ3 | |||||||||
| TQA | C14 | Question “The next series of questions is about homework. In an average week, how many days a week is homework assigned? Please count homework assigned over the weekend as one day.”_x000D_ ----_x000D_ 1. 0 days_x000D_ 2. 1 day_x000D_ 3. 2 days_x000D_ 4. 3 days_x000D_ 5. 4 days_x000D_ 6. 5 days_x000D_ |
Use of homework | T-RQ1 | IAA120 | Question “The next series of questions is about homework. In an average week, how many days a week is homework assigned? Please count homework assigned over the weekend as one day.” ---- 1. 0 days 2. 1 day 3. 2 days 4. 3 days 5. 4 days 6. 5 days or more days |
Use of homework | T-RQ1 | ||||
| TQA | C15a | Question “On days when homework is assigned, how much time do you expect children to spend on homework in the following areas?_x000D_ _x000D_ Reading and language arts”_x000D_ ----_x000D_ 1. I never assign homework_x000D_ 2. 1 to 10 minutes_x000D_ 3. 11 to 20 minutes_x000D_ 4. 21 to 30 minutes_x000D_ 5. More than 30 minutes_x000D_ |
Use of homework | T-RQ1 | IAA130A | Question “On days when homework is assigned, how much time do you expect children to spend on homework in the following areas? Reading and language arts” ---- 1. I never assign homework. 2. 1 to 10 minutes 3. 11 to 20 minutes 4. 21 to 30 minutes 5. More than 30 minutes |
Use of homework | T-RQ1 | ||||
| TQA | C15b | Question “Math”_x000D_ ----_x000D_ 1. I never assign homework_x000D_ 2. 1 to 10 minutes_x000D_ 3. 11 to 20 minutes_x000D_ 4. 21 to 30 minutes_x000D_ 5. More than 30 minutes_x000D_ |
Use of homework | T-RQ1 | IAA130B | Question “Math” ---- 1. I never assign homework. 2. 1 to 10 minutes 3. 11 to 20 minutes 4. 21 to 30 minutes 5. More than 30 minutes |
Use of homework | T-RQ1 | ||||
| TQA | C15c | Question: “Other”_x000D_ ----_x000D_ 1. I never assign homework_x000D_ 2. 1 to 10 minutes_x000D_ 3. 11 to 20 minutes_x000D_ 4. 21 to 30 minutes_x000D_ 5. More than 30 minutes_x000D_ |
Use of homework | T-RQ1 | IAA130C | Question: “Other” ---- 1. I never assign homework. 2. 1 to 10 minutes 3. 11 to 20 minutes 4. 21 to 30 minutes 5. More than 30 minutes |
Use of homework | T-RQ1 | ||||
| TQA | C15cOS | Question “Please describe the other homework.” | Other specify for use of homework | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | C16a | Question “The next set of questions relates to your instructional activities and resources. How strongly do you agree or disagree that the following behavioral support practices are characteristic of your teaching?_x000D_ _x000D_ Classroom routines are consistently implemented.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C16b | Question “Expectations of students are communicated in positive terms.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C16c | Question “You gain the attention of all students before beginning a lesson.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C16d | Question “You solicit both group and individual responses to questions.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C16e | Question “You provide all students with individual opportunities to respond to questions.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C16f | Question “There is a system for documenting and rewarding appropriate student behavior.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C16g | Question “You use a range of consequences to discourage inappropriate student behavior.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Instructional practices supportive of positive behavior in the classroom | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C17a | Question “How strongly do you agree or disagree that you teach the following social and emotional competencies in your class?_x000D_ _x000D_ Self-awareness (teaching students to recognize their own feelings, interests, strengths, and limitations)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C17b | Question “Self-management (teaching students to regulate emotions and manage daily stressors)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C17c | Question “Social awareness (teaching students to take the perspective of others and appreciate similarities and differences)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C17d | Question “Relationship and social skills (teaching students prosocial behavior and skills to develop meaningful relationships)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C17e | Question “Responsible decision making (teaching students to identify and analyze problems, understand consequences, and take responsibility for their decisions)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Socioemotional competencies taught | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C18a | Question “How strongly do you agree or disagree that you utilize the following practices in your class?_x000D_ _x000D_ Display pictures, posters, artwork, and other décor that reflect diverse cultures and ethnic backgrounds”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | T-RQ1 | IAA010Ax | Question “How strongly do you agree or disagree that you utilize the following practices in your class? Pictures, posters, artwork, and other décor that reflect diverse cultures and ethnic backgrounds of each student in your class.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C18b | Question “Ensure that all notices and communications to families and caregivers are written in their language of origin”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | T-RQ1 | IAA010Bx | Question “All notices and communications to families/caregivers of students in your class are written in their language of origin” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Not applicable |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C18c | Question “Use alternative formats and varied approaches to communicate and share information with families and caregivers”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | T-RQ1 | IAA010Cx | Question “Alternative formats and varied approaches to communicate and share information are used with families and caregivers of students in your class.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Not applicable |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C18d | Question “Screen books, movies, and other media resources for negative cultural, ethnic or racial stereotypes before using them with students”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Culturally responsive teaching practices (e.g. display pictures reflecting all students’ background, written communication to family in native language, use of alternative formats of communication, screening materials for negative racial and ethnic stereo-types); | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C19a | Question “How often do you use the following resources to teach reading in this class?_x000D_ _x000D_ Basal reading series (a core or primary reading text for all students)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | IAA020Ax | Question “The next series of questions is about your insruction in reading and language arts. How often do you use the following resources to teach reading in your class? Core or primary reading text for all students (e.g., basal reading series” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C19b | Question “Leveled or guided reading books (multiple books, each at a specific reading level)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | IAA020Bx | Question “Leveled or guided reading books (multiple books, each at a specific reading level)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | ||||
| TQA | C19c | Question “Children's newspapers and/or magazines”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | IAA020Dx | Question “Children's newspapers and/or magazines”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | ||||
| TQA | C19d | Question “Reading kits (usually a boxed product, which may contain student and teacher materials, assessment materials, and manipulatives)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | IAA020Cx | Question “Reading kits (usually a boxed product, which may contain student and teacher materials, assessment materials, and manipulatives)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | ||||
| TQA | C19e | Question “Computer software for reading instruction”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | IAA020Ex | Question “Computer software for reading instruction (including those for laptops, desktops, cell phones, or digital tablets)” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C19f | Question “{Continued} How often do you use the following resources to teach reading in this class?_x000D_ _x000D_ Applications for digital tablets”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | C19g | Question “A variety of trade books (for example, novels, collections of poetry, nonfiction)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | IAA020Fx | Question “Tradebooks (for example, collections of non-fiction)” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C19h | Question “Materials from other subjects (for example, science, social studies)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | IAA020Gx | Question “Reading materials from other subjects (for example, science, social studies)” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C19i | Question “Manipulatives (for example, plastic letters, picture cards, letter cards, tiles)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | IAA020Hx | Question “Manipulatives (for example, plastic letters, picture cards, letter cards, tiles)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | ||||
| TQA | C19j | Question “{Continued} How often do you use the following resources to teach reading in this class?_x000D_ _x000D_ Big books”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | IAA020Ix | Question “Big books and decodeable or sound/symbol books)” ---- 1. Never or hardly ever 2. Once or twice a month 3. Once or twice a week 4. Almost every day |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C19k | Question “Decodable books, sound/symbols books”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C19l | Question “Read-along books paired with audiobooks”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C19m | Question “Anthology (collection of literary works, which may include poems, short stories, plays, songs, excerpts, etc.)”_x000D_ ----_x000D_ 1. Never or hardly ever_x000D_ 2. Once or twice a month_x000D_ 3. Once or twice a week_x000D_ 4. Almost every day_x000D_ |
Availability, use, and adequacy of instructional materials | T-RQ1 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | C20a | Question “From the first day of school until today, please indicate how many days of each of the following reading skills and concepts has been covered in your class." InstResp:“Please include the time during which you provide direct instruction as well as the time you spend supervising students as they work.” "Identifying main ideas in a story” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA300a | Question “From the first day of school until today, please indicate how many days of each of the following reading skills and concepts has been covered in your class." InstResp:“Please include the time during which you provide direct instruction as well as the time you spend supervising students as they work.” "Identifying main ideas in a story” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C20b | Question “Retelling stories, including main ideas and details”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA300b | Question “Retelling stories, including main ideas and details” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C20c | Question “Describing characters, settings, and major events in a story”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA300c | Question “Describing characters, settings, and major events in a story” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C20d | Question “Identifying words and phrases that suggest feelings or appeal to the senses”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA300d | Question “Identifying words and phrases that suggest feelings or appeal to the senses” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C20e | Question “Identifying who is telling a story at different points in a text”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA300e | Question “Identifying who is telling a story at different points in a text” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C20f | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following reading skills and concepts has been covered in your class._x000D_ _x000D_ Identifying main ideas and details in informational text”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA300f | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following reading skills and concepts has been covered in your class. Identifying main ideas and details in informational text” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C20g | Question “Identifying the reasons an author gives to support points in an opinion piece”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA300g | Question “Identifying the reasons an author gives to support points in an opinion piece” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C20h | Question “Describing similarities and differences between two reading selections”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA300h | Question “Describing similarities and differences between two reading selections” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C20i | Question “Recognizing the differences between fiction and non-fiction”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA300i | Question “Recognizing the differences between fiction and non-fiction” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C20j | Question “Reading informational selections of appropriate complexity for this grade”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA300j | Question “Reading informational selections of appropriate complexity for this grade” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C20k | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following reading skills and concepts has been covered in your class._x000D_ _x000D_ Reading prose and poetry of appropriate complexity for this grade”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA300k | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following reading skills and concepts has been covered in your class. Reading prose and poetry of appropriate complexity for this grade” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C20l | Question “Segmenting words into phonemes”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA300l | Question “Segmenting words into phonemes” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C20m | Question “Manipulating phonemes to form new words”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA300m | Question “Manipulating phonemes to form new words” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C20n | Question “Breaking spoken words into sounds”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA300n | Question “Breaking spoken words into sounds” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C20o | Question “Blending sounds to form words”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA300o | Question “Blending sounds to form words” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C20p | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following reading skills and concepts has been covered in your class._x000D_ _x000D_ Reading irregularly spelled words”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA300p | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following reading skills and concepts has been covered in your class. Reading irregularly spelled words” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C20q | Question “Reading and rereading passages orally with guidance on pacing, intonation, and expression”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA300q | Question “Reading and rereading passages orally with guidance on pacing, intonation, and expression” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C20r | Question “Reading accurately and fluently to support comprehension”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA300r | Question “Reading accurately and fluently to support comprehension” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C20s | Question “Identifying character, setting, and plot”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA300s | Question “Identifying character, setting, and plot” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C20t | Question “Generating questions about character, setting, and plot”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA300t | Question “Generating questions about character, setting, and plot” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C20u | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following reading skills and concepts has been covered in your class._x000D_ _x000D_ Predicting what might occur next in the text”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA300u | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following reading skills and concepts has been covered in your class. Predicting what might occur next in the text” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C20v | Question “Writing an opinion piece, giving reasons for the opinion”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA300v | Question “Writing an opinion piece, giving reasons for the opinion” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C20w | Question “Writing an informational piece that includes some facts on the topic”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA300w | Question “Writing an informational piece that includes some facts on the topic” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C20x | Question “Writing a narrative with two or more appropriately sequenced events”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA300x | Question “Writing a narrative with two or more appropriately sequenced events” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21a | Question “From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class.”_x000D_ _x000D_ InstResp: “Please include the time during which you provide direct instruction as well as the time you spend supervising students as they work.”_x000D_ _x000D_ “Counting objects up to 20 to establish quantity”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310a | Question “From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class.” InstResp: “Please include the time during which you provide direct instruction as well as the time you spend supervising students as they work.” “Counting objects up to 20 to establish quantity” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21b | Question “Labeling relative quantity using the terms “greater than,” ”less than,” “equal to,” “fewest,” or “most”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310b | Question “Labeling relative quantity using the terms “greater than,” ”less than,” “equal to,” “fewest,” or “most” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21c | Question “Solving word problems by adding or subtracting numbers equal to 20 or less”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310c | Question “Solving word problems by adding or subtracting numbers equal to 20 or less” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21d | Question “Solving word problems by adding three numbers whose sum is 20 or less”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310d | Question “Solving word problems by adding three numbers whose sum is 20 or less” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21e | Question “Working with problems that demonstrate the relationship between counting, addition, and subtraction”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310e | Question “Working with problems that demonstrate the relationship between counting, addition, and subtraction” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21f | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class._x000D_ _x000D_ The meaning of the equal sign”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310f | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class. The meaning of the equal sign” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21g | “Determining if both sides of an equation are equal or not equal using subtraction or addition (for example, 7=8-1; 5+2=2+5)”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310g | “Determining if both sides of an equation are equal or not equal using subtraction or addition (for example, 7=8-1; 5+2=2+5)” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21h | Question “Solving for an unknown whole number in an addition or subtraction equation (for example, 8 + ? = 11)”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310h | Question “Solving for an unknown whole number in an addition or subtraction equation (for example, 8 + ? = 11)” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21j | Question “Counting to 120, starting at any number less than 120”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310j | Question “Counting to 120, starting at any number less than 120” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21k | Question “Reading and writing numerals up to 120”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310k | Question “Reading and writing numerals up to 120” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21l | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class._x000D_ _x000D_ Identifying the correspondence between number and quantity for quantities larger than 10”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310l | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class. Identifying the correspondence between number and quantity for quantities larger than 10” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21m | Question “Identifying the numbers that represent the tens and ones places in a two-digit number”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310m | Question “Identifying the numbers that represent the tens and ones places in a two-digit number” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21n | Question “Relative quantity when comparing two-digit numbers, using the symbols >, =, and <”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310n | Question “Relative quantity when comparing two-digit numbers, using the symbols >, =, and <” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21o | Question “Adding numbers that sum to 100 or less, including adding a two-digit number and a one-digit number”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310o | Question “Adding numbers that sum to 100 or less, including adding a two-digit number and a one-digit number” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21p | Question “Finding 10 more or 10 less than a given two-digit number, without having to count”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310p | Question “Finding 10 more or 10 less than a given two-digit number, without having to count” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21q | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class._x000D_ _x000D_ Skip-counting by 5s, 10s, and/or 100s”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310q | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class. Skip-counting by 5s, 10s, and/or 100s” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21r | Question “Arranging three objects by length”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310r | Question “Arranging three objects by length” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21s | Question “Comparing the length of two objects indirectly by using a third object (nonstandard measurement)”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310s | Question “Comparing the length of two objects indirectly by using a third object (nonstandard measurement)” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21t | Question “Measuring the length of an object (for example, a desktop) as a whole number of length units, by laying multiple copies of a shorter object (for example, a pencil) end to end”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310t | Question “Measuring the length of an object (for example, a desktop) as a whole number of length units, by laying multiple copies of a shorter object (for example, a pencil) end to end” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21u | Question “Telling time in hours and half hours”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310u | Question “Telling time in hours and half hours” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21v | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class._x000D_ _x000D_ Measuring the length of an object in standard units, using tools such as rulers, yardsticks, meter sticks, and/or measuring tapes”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310v | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class. Measuring the length of an object in standard units, using tools such as rulers, yardsticks, meter sticks, and/or measuring tapes” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21w | Question “Writing time in hours and half hours”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310w | Question “Writing time in hours and half hours” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21x | Question “Solving word problems involving quarters, dimes, nickels, and pennies”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310x | Question “Solving word problems involving quarters, dimes, nickels, and pennies” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21y | Question “Drawing a picture graph and/or a bar graph to represent a data set with up to four categories”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310y | Question “Drawing a picture graph and/or a bar graph to represent a data set with up to four categories” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21z | Question “Answering questions about the data in a picture graph and/or a bar graph, for example, comparing one category with another”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310z | Question “Answering questions about the data in a picture graph and/or a bar graph, for example, comparing one category with another” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21aa | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class._x000D_ _x000D_ Identifying the difference between defining attributes of shapes (for example, triangles are three-sided) versus non-defining attributes (for example, color, size)”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310aa | Question “{Continued} From the first day of school until today, please indicate how many days of each of the following math skills and concepts has been covered in your class. Identifying the difference between defining attributes of shapes (for example, triangles are three-sided) versus non-defining attributes (for example, color, size)” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21bb | Question “Putting two-dimensional or three-dimensional shapes together to create a composite shape”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310bb | Question “Putting two-dimensional or three-dimensional shapes together to create a composite shape” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21cc | Question “Partitioning simple shapes into two and four equal shares”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310cc | Question “Partitioning simple shapes into two and four equal shares” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21dd | Question “Describing portions of simple shapes using the words halves, fourths, and quarters”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310dd | Question “Describing portions of simple shapes using the words halves, fourths, and quarters” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C21ee | Question “Identifying triangles, quadrilaterals, pentagons, hexagons, and cubes”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA310ee | Question “Identifying triangles, quadrilaterals, pentagons, hexagons, and cubes” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C22a | Question “From the first day of school until today, please indicate how many days of each of the following science skills and concepts has been covered in your class.”_x000D_ _x000D_ InstResp: “Please include the time during which you provide direct instruction as well as the time you spend supervising students as they work.”_x000D_ _x000D_ “Using all 5 senses to make observations”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA320a | Question “From the first day of school until today, please indicate how many days of each of the following science skills and concepts has been covered in your class.” InstResp: “Please include the time during which you provide direct instruction as well as the time you spend supervising students as they work.” “Using all 5 senses to make observations” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C22b | Question “Using tools (for example, lenses, thermometers, rulers) to gather information about objects”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA320b | Question “Using tools (for example, lenses, thermometers, rulers) to gather information about objects” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C22c | Question “Classifying and comparing objects by their properties (for example, weight or size)”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA320c | Question “Classifying and comparing objects by their properties (for example, weight or size)” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C22d | Question “Making logical predictions (hypotheses) based on observations”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA320d | Question “Making logical predictions (hypotheses) based on observations” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C22e | Question “Drawing conclusions based upon evidence”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA320e | Question “Drawing conclusions based upon evidence” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C22f | Question “Communicating scientific findings orally or in writing”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA320f | Question “Communicating scientific findings orally or in writing” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C22g | Question“Using graphs or charts to describe findings”_x000D_ ----_x000D_ 1. Not taught_x000D_ 2. 1-10 days_x000D_ 3. 11-20 days_x000D_ 4. 21-40 days_x000D_ 5. 41-80 days_x000D_ 6. More than 80 days_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA320g | Question“Using graphs or charts to describe findings” ---- 1. Not taught 2. 1-10 days 3. 11-20 days 4. 21-40 days 5. 41-80 days 6. More than 80 days |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C23 | Question “From the first day of school until today, please indicate which of the following SCIENCE or SOCIAL STUDIES topics or skills is taught in either your class in its own unit or lesson or as part of a unit/lesson on a different topic.”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Three states of matter (gas, liquid, solid)_x000D_ 2. Basic needs of plants (water, sunlight, etc.)_x000D_ 3. Characteristics of animal classes (mammals, reptiles, birds, etc.)_x000D_ 4. Natural resources_x000D_ 5. Shadows and light_x000D_ 6. Dinosaurs and fossils_x000D_ 7. Solar system and space_x000D_ 8. Weather_x000D_ 9. Nutrition/healthy foods_x000D_ 10. Important figures and events in American history_x000D_ 11. Community resources (for example, grocery store, library)_x000D_ 12. Map-reading skills_x000D_ 13. Different cultures_x000D_ 14. Reasons for rules, laws, and government_x000D_ 15. Community service_x000D_ 16. Current events in the news_x000D_ |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | IAA330 | Question “From the first day of school until today, please indicate which of the following SCIENCE or SOCIAL STUDIES topics or skills is taught in either your class in its own unit or lesson or as part of a unit/lesson on a different topic.” InstResp “Select all that apply.” ---- 1. Three states of matter (gas, liquid, solid) 2. Basic needs of plants (water, sunlight, etc.) 3. Characteristics of animal classes (mammals, reptiles, birds, etc.) 4. Natural resources 5. Shadows and light 6. Dinosaurs and fossils 7. Solar system and space 8. Weather 9. Nutrition/healthy foods 10. Important figures and events in American history 11. Community resources (for example, grocery store, library) 12. Map-reading skills 13. Different cultures 14. Reasons for rules, laws, and government 15. Community service 16. Current events in the news |
Time spent on specific activities and skills in reading/language arts and in mathematics | T-RQ1 | ||||
| TQA | C24 | Question “In an average week, how many days a week is homework assigned? Please count homework assigned over the weekend as one day.”_x000D_ ----_x000D_ 1. 0 days_x000D_ 2. 1 day_x000D_ 3. 2 days_x000D_ 4. 3 days_x000D_ 5. 4 days_x000D_ 6. 5 days_x000D_ |
Use of homework | T-RQ1 | IAA120x | Question “The next series of quesitons is about homework. In an average week, how many days a week is homework assigned? Please count homework assigned over the weekend as one day.” ---- 1. 0 days 2. 1 day 3. 2 days 4. 3 days 5. 4 days 6. 5 days or more days |
Use of homework | T-RQ1 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | C25a | Question “On days when homework is assigned, how much time do you expect children to spend on homework in the following areas?_x000D_ _x000D_ Reading and language arts”_x000D_ ----_x000D_ 1. I never assign homework_x000D_ 2. 1 to 10 minutes_x000D_ 3. 11 to 20 minutes_x000D_ 4. 21 to 30 minutes_x000D_ 5. More than 30 minutes_x000D_ |
Use of homework | T-RQ1 | IAA130Ax | Question “On days when homework is assigned, how much time do you expect children to spend on homework in the following areas? Reading and language arts” ---- 1. I never assign homework. 2. 1 to 10 minutes 3. 11 to 20 minutes 4. 21 to 30 minutes 5. More than 30 minutes |
Use of homework | T-RQ1 | ||||
| TQA | C25b | Question “Math”_x000D_ ----_x000D_ 1. I never assign homework_x000D_ 2. 1 to 10 minutes_x000D_ 3. 11 to 20 minutes_x000D_ 4. 21 to 30 minutes_x000D_ 5. More than 30 minutes_x000D_ |
Use of homework | T-RQ1 | IAA130Bx | Question “Math” ---- 1. I never assign homework. 2. 1 to 10 minutes 3. 11 to 20 minutes 4. 21 to 30 minutes 5. More than 30 minutes |
Use of homework | T-RQ1 | ||||
| TQA | C25c | Question “Other”_x000D_ ----_x000D_ 1. I never assign homework_x000D_ 2. 1 to 10 minutes_x000D_ 3. 11 to 20 minutes_x000D_ 4. 21 to 30 minutes_x000D_ 5. More than 30 minutes_x000D_ |
Use of homework | T-RQ1 | IAA130Cx | Question “Other” ---- 1. I never assign homework. 2. 1 to 10 minutes 3. 11 to 20 minutes 4. 21 to 30 minutes 5. More than 30 minutes |
Use of homework | T-RQ1 | ||||
| TQA | C25cOS | Question “Please describe the other homework.” | Other specify for use of homework | T-RQ1 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| FIA010 | Question “Now we would like to ask you about family involvement. How many regularly scheduled conferences do you have with a parent or guardian of each child in your class or classes during the school year?” ---- 1. No conferences 2. One conference 3. Two conferences 4. Three or more conferences |
Parent involvement in school activities (volunteering, attending meetings, other activities). | T-RQ6 | |||||||||
| TQA | D1 | Question “Now we would like to ask you about family involvement. How many regularly scheduled conferences do you have with a parent or guardian of each child in your class during the school year?”_x000D_ ----_x000D_ 1. No conferences_x000D_ 2. One conference_x000D_ 3. Two conferences_x000D_ 4. Three or more conferences_x000D_ |
Parent involvement in school activities (volunteering, attending meetings, other activities). | T-RQ6 | FIA010x | Question “Now we would like to ask you about family involvement. How many regularly scheduled conferences do you have with a parent or guardian of each child in your class during the school year?”_x000D_ ----_x000D_ 1. No conferences_x000D_ 2. One conference_x000D_ 3. Two conferences_x000D_ 4. Three or more conferences_x000D_ |
Parent involvement in school activities (volunteering, attending meetings, other activities). | T-RQ6 | ||||
| FIA020A | Question “What percentage of children in your class or classes have parents who participate in the following activities? Attend teacher-parent conferences” ---- 1. 0% 2. 1-25% 3. 26-50% 4. 51-75% 5. 76% or more |
Parent involvement in school activities (volunteering, attending meetings, other activities). | T-RQ6 | |||||||||
| TQA | D2a | Question “What percentage of children in your class have parents who participate in the following activities?_x000D_ _x000D_ Attend teacher-parent conferences”_x000D_ ----_x000D_ 1. None_x000D_ 2. 1-25%_x000D_ 3. 26-50%_x000D_ 4. 51-75%_x000D_ 5. 76% or more_x000D_ |
Parent involvement in school activities (volunteering, attending meetings, other activities). | T-RQ6 | FIA020Ax | Question “What percentage of children in your class have parents who participate in the following activities? Attend teacher-parent conferences” ---- 1. 0% 2. 1-25% 3. 26-50% 4. 51-75% 5. 76% or more |
Parent involvement in school activities (volunteering, attending meetings, other activities). | T-RQ6 | Yes | This item was revised to be consistent with Spring K. | ||
| FIA020B | Question “Volunteer regularly to help in your classroom or another part of the school” ---- 1. 0% 2. 1-25% 3. 26-50% 4. 51-75% 5. 76% or more |
Parent involvement in school activities (volunteering, attending meetings, other activities). | T-RQ6 | |||||||||
| TQA | D2b | Question “Volunteer regularly to help in your classroom or another part of the school”_x000D_ ----_x000D_ 1. None_x000D_ 2. 1-25%_x000D_ 3. 26-50%_x000D_ 4. 51-75%_x000D_ 5. 76% or more_x000D_ |
Parent involvement in school activities (volunteering, attending meetings, other activities). | T-RQ6 | FIA020Bx | Question “Volunteer regularly to help in your classroom or another part of the school” ---- 1. 0% 2. 1-25% 3. 26-50% 4. 51-75% 5. 76% or more |
Parent involvement in school activities (volunteering, attending meetings, other activities). | T-RQ6 | Yes | This item was revised to be consistent with Spring K. | ||
| FIA020C | Question “Attend open houses or parties” ---- 1. 0% 2. 1-25% 3. 26-50% 4. 51-75% 5. 76% or more |
Parent involvement in school activities (volunteering, attending meetings, other activities). | T-RQ6 | |||||||||
| TQA | D2c | Question “Attend open houses or parties”_x000D_ ----_x000D_ 1. None_x000D_ 2. 1-25%_x000D_ 3. 26-50%_x000D_ 4. 51-75%_x000D_ 5. 76% or more_x000D_ |
Parent involvement in school activities (volunteering, attending meetings, other activities). | T-RQ6 | FIA020Cx | Question “Attend open houses or parties” ---- 1. 0% 2. 1-25% 3. 26-50% 4. 51-75% 5. 76% or more |
Parent involvement in school activities (volunteering, attending meetings, other activities). | T-RQ6 | Yes | This item was revised to be consistent with Spring K. | ||
| FIA020D | Question “Attend art/music events or demonstrations” ---- 1. 0% 2. 1-25% 3. 26-50% 4. 51-75% 5. 76% or more |
Parent involvement in school activities (volunteering, attending meetings, other activities). | T-RQ6 | |||||||||
| TQA | D2d | Question “Attend art/music events or demonstration”_x000D_ ----_x000D_ 1. None_x000D_ 2. 1-25%_x000D_ 3. 26-50%_x000D_ 4. 51-75%_x000D_ 5. 76% or more_x000D_ |
Parent involvement in school activities (volunteering, attending meetings, other activities). | T-RQ6 | FIA020Dx | Question “Attend art/music events or demonstrations” ---- 1. 0% 2. 1-25% 3. 26-50% 4. 51-75% 5. 76% or more |
Parent involvement in school activities (volunteering, attending meetings, other activities). | T-RQ6 | Yes | This item was revised to be consistent with Spring K. | ||
| FIA030 | Question “During this school year, how often have you made contacts with parents (for example, through newsletters, letters, emails, list-serve messages, group text messages, or other notices sent home for group updates or information; or updates to a classroom website)?” ---- 1. Never 2. 1-2 times 3. 3-5 times 4. 6-10 times 5. 11-14 times 6. 15 or more times |
Communication with parents about children’s performance | T-RQ6 | |||||||||
| TQA | D3a | Question “During this school year, how often have you made contacts with parents in the following ways?_x000D_ _x000D_ Sent home letters, newsletters, or other notices addressed to all parents and guardians”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1-2 times_x000D_ 3. 3-5 times_x000D_ 4. 6-10 times_x000D_ 5. 11-14 times_x000D_ 6. 15 or more times_x000D_ |
Communication with parents about children’s performance | T-RQ6 | FIA030x | Question “During this school year, how often have you made contacts with parents (for example, through newsletters, letters, emails, list-serve messages, group text messages, or other notices sent home for group updates or information; or updates to a classroom website)?” ---- 1. Never 2. 1-2 times 3. 3-5 times 4. 6-10 times 5. 11-14 times 6. 15 or more times |
Communication with parents about children’s performance | T-RQ6 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | D3b | Question “Communicated with parents and guardians via text messaging”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1-2 times_x000D_ 3. 3-5 times_x000D_ 4. 6-10 times_x000D_ 5. 11-14 times_x000D_ 6. 15 or more times_x000D_ |
Communication with parents about children’s performance | T-RQ6 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | D3c | Question “Shared portfolios or other collections of children's work for parents and guardians to see”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1-2 times_x000D_ 3. 3-5 times_x000D_ 4. 6-10 times_x000D_ 5. 11-14 times_x000D_ 6. 15 or more times_x000D_ |
Communication with parents about children’s performance | T-RQ6 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | D3d | Question “Used email or list-serve to send out group updates or information to parents and guardians”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1-2 times_x000D_ 3. 3-5 times_x000D_ 4. 6-10 times_x000D_ 5. 11-14 times_x000D_ 6. 15 or more times_x000D_ |
Communication with parents about children’s performance | T-RQ6 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | D3e | Question “Maintained classroom website for families and guardians to access”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1-2 times_x000D_ 3. 3-5 times_x000D_ 4. 6-10 times_x000D_ 5. 11-14 times_x000D_ 6. 15 or more times_x000D_ |
Communication with parents about children’s performance | T-RQ6 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | D3f | Question “Used email to address individual questions or concerns of parents and guardians”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1-2 times_x000D_ 3. 3-5 times_x000D_ 4. 6-10 times_x000D_ 5. 11-14 times_x000D_ 6. 15 or more times_x000D_ |
Communication with parents about children’s performance | T-RQ6 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | D3g | Question “Talked to parents and guardians by telephone”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1-2 times_x000D_ 3. 3-5 times_x000D_ 4. 6-10 times_x000D_ 5. 11-14 times_x000D_ 6. 15 or more times_x000D_ |
Communication with parents about children’s performance | T-RQ6 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | E1a | Question “The next questions pertain to evaluation and grading practices. How important is each of the following in evaluating the children in your class?_x000D_ _x000D_ Individual child's achievement relative to the rest of the class”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | E1b | Question “Individual child's achievement relative to local, state, or professional standards”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | E1c | Question “Individual improvement or progress over past performance”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | E1d | Question “Effort”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | E1e | Question “Class participation”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | E1f | Question “{Continued} The next questions pertain to evaluation and grading practices. How important is each of the following in evaluating the children in your class?_x000D_ _x000D_ Daily attendance”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | E1g | Question “Classroom behavior or conduct”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | E1h | Question “Cooperativeness with other children”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | E1i | Question “Ability to follow directions”_x000D_ ----_x000D_ 1. Not important_x000D_ 2. Somewhat important_x000D_ 3. Very important_x000D_ 4. Extremely important_x000D_ 5. Not applicable_x000D_ |
Student factors assessed (e.g. individual achievement relative to class, individual achievement relative to state or professional standards of student learning, individual achievement relative past performance, effort, class participation, and class behavior) | T-RQ3 T-RQ7 |
Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| EGA010 | Question “The next questions pertain to evaluation and grading practices. Across all subjects, how often are students administered state or local standardized tests” ---- 1. Never 2. 1 or 2 times a year 3. 1 or 2 times a month 4. 1 or 2 times a week 5. 3 or more times a week |
Use of standardized tests | T-RQ9 | |||||||||
| TQA | E2a | Question “Across all subjects, how often do you use the following to assess your students?_x000D_ _x000D_ State or local standardized tests”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1 or 2 times a year_x000D_ 3. 3 to 8 times a year_x000D_ 4. 1 or 2 times a month_x000D_ 5. 1 or 2 times a week_x000D_ 6. 3 or more times a week_x000D_ |
Use of standardized tests | T-RQ9 | EGA010x | Question “The next questions pertain to evaluation and grading practices. Across all subjects, how often are students administered state or local standardized tests” ---- 1. Never 2. 1 or 2 times a year 3. 1 or 2 times a month 4. 1 or 2 times a week 5. 3 or more times a week |
Use of standardized tests | T-RQ9 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | E2b | Question “Classroom tests or quizzes (including those made by you and those from other sources)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1 or 2 times a year_x000D_ 3. 3 to 8 times a year_x000D_ 4. 1 or 2 times a month_x000D_ 5. 1 or 2 times a week_x000D_ 6. 3 or more times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | E2c | Question “Individual or group projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1 or 2 times a year_x000D_ 3. 3 to 8 times a year_x000D_ 4. 1 or 2 times a month_x000D_ 5. 1 or 2 times a week_x000D_ 6. 3 or more times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | E2d | Question “Worksheets that you grade”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1 or 2 times a year_x000D_ 3. 3 to 8 times a year_x000D_ 4. 1 or 2 times a month_x000D_ 5. 1 or 2 times a week_x000D_ 6. 3 or more times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | E2e | Question “Teacher observation of specific objectives”_x000D_ ----_x000D_ 1. Never_x000D_ 2. 1 or 2 times a year_x000D_ 3. 3 to 8 times a year_x000D_ 4. 1 or 2 times a month_x000D_ 5. 1 or 2 times a week_x000D_ 6. 3 or more times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| E3 | Question “Which of the following do you use to provide students' parents with information about their children's performance?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Standard report card (for example, a letter grade or other standard grade assigned for each subject)_x000D_ 2. Progress report form_x000D_ 3. Competency based checklists_x000D_ 4. Portfolio of child’s work_x000D_ 5. Standardized test scores_x000D_ 6. Benchmark assessments_x000D_ 7. None of these_x000D_ |
EGA020 | Question “Which of the following do you use to provide kindergartners' parents with information about their children's performance?” InstResp “Select all that apply.” ---- 1. Standard report card (for example, a letter grade or other standard grade assigned for each subject) 2. Progress report form 3. Competency based checklists 4. Portfolio of child’s work 5. Standardized test scores 6. Benchmark assessments 7. None of the above |
Communication with parents about children’s performance | T-RQ6 | Yes | This item was revised to be consistent with Spring K. | |||||
| TQA | E3 | Question “Which of the following do you use to provide students' parents with information about their children's performance?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Standard report card (for example, a letter grade or other standard grade assigned for each subject)_x000D_ 2. Progress report form_x000D_ 3. Competency based checklists_x000D_ 4. Portfolio of child’s work_x000D_ 5. Standardized test scores_x000D_ 6. Benchmark assessments_x000D_ 7. None of these_x000D_ |
Communication with parents about children’s performance | T-RQ6 | EGA020x | Question “Which of the following do you use to provide first graders' parents with information about their children's performance?” InstResp “Select all that apply.” ---- 1. Standard report card (for example, a letter grade or other standard grade assigned for each subject) 2. Progress report form 3. Competency based checklists 4. Portfolio of child’s work 5. Standardized test scores 6. Benchmark assessments 7. None of the above |
Communication with parents about children’s performance | T-RQ6 | Yes | The item wording was revised for first grade. | ||
| TQA | E4a | Question “How often do you use a formal assessment in reading for the following purposes?” To evaluate how well each student is responding to the core curriculum provided in the general education classroom” ---- 1. Never 2. Once a year 3. 2 times a year 4. 3 to 4 times a year 5. 5 to 8 times a year 6. 1 to 2 times a month 7. 1 to 2 times a week |
Methods of assessing children’s progress | T-RQ9 | Yes | This item was dropped to allow space for other priorities. | ||||||
| TQA | E4b | Question “To monitor each student’s progress on specific skills over the school year.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. 5 to 8 times a year_x000D_ 6. 1 to 2 times a month_x000D_ 7. 1 to 2 times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | E4c | Question “To identify the deficits in specific skills of struggling students.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. 5 to 8 times a year_x000D_ 6. 1 to 2 times a month_x000D_ 7. 1 to 2 times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | E4d | Question “To monitor the progress of students who fall below benchmark levels.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. 5 to 8 times a year_x000D_ 6. 1 to 2 times a month_x000D_ 7. 1 to 2 times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | E4e | Question “To determine whether students need placement in a more or less intensive level of instruction.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. 5 to 8 times a year_x000D_ 6. 1 to 2 times a month_x000D_ 7. 1 to 2 times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | E5a | Question “How often do you use a formal assessment in math for the following purposes?”_x000D_ _x000D_ To evaluate how well each student is responding to the core curriculum provided in the general education classroom”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. 5 to 8 times a year_x000D_ 6. 1 to 2 times a month_x000D_ 7. 1 to 2 times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 | Yes | This item was dropped to allow space for other priorities. | ||||||
| TQA | E5b | Question "To monitor each student’s progress on specific skills over the school year.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. 5 to 8 times a year_x000D_ 6. 1 to 2 times a month_x000D_ 7. 1 to 2 times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | E5c | Question “‘To identify the deficits in specific skills of struggling students.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. 5 to 8 times a year_x000D_ 6. 1 to 2 times a month_x000D_ 7. 1 to 2 times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | E5d | Question “To monitor the progress of students who fall below benchmark levels.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. 5 to 8 times a year_x000D_ 6. 1 to 2 times a month_x000D_ 7. 1 to 2 times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | E5e | Question “‘To determine whether students need placement in a more or less intensive level of instruction.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. 5 to 8 times a year_x000D_ 6. 1 to 2 times a month_x000D_ 7. 1 to 2 times a week_x000D_ |
Methods of assessing children’s progress | T-RQ9 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | F1a | Question “The next set of questions pertains to school-related activities. Have you participated in the following activities since the beginning of the academic year?_x000D_ _x000D_ Meeting with other teachers to discuss lesson planning”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Frequency of meeting with other teachers and specialists | T-RQ5 | SSA010 | Question “The next set of questions pertains to school-related activities. How often have you participated in the following activities since the beginning of the academic year? Meeting with other teachers to discuss instruction-related topics (e.g., lesson planning, curriculum development).” ---- 1. Never 2. Once a month or less 3. Two or three times a month 4. Once or twice a week 5. Three or four times a week 6. Daily |
Frequency of meeting with other teachers and specialists | T-RQ5 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | F1b | Question “Meeting with other teachers to discuss curriculum development”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a month or less_x000D_ 3. Two or three times a month_x000D_ 4. Once or twice a week_x000D_ 5. Three or four times a week_x000D_ 6. Daily_x000D_ |
Frequency of meeting with other teachers and specialists | T-RQ5 | Yes | This item was dropped. It was combined with SSA010 in Spring K. | ||||||
| TQA | F6 | Question “In the past 12 months, did you participate in any professional development activities pertaining to the use of evidence-based practices tied to your teaching assignment?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 | SSA030 | Question “In the past 12 months, did you participate in any professional development activities pertaining to the direct engagement of students and families during the kindergarten transition?” ---- 1. Yes 2. No |
Professional learning activities on evidence-based practices | T-RQ5 | Yes | This item was revised to align with Spring K. | ||
| TQA | F7 | Question “In the past 12 months, how many hours did you spend on these activities?”_x000D_ ----_x000D_ 1. 4 hours or less_x000D_ 2. 5-8 hours_x000D_ 3. 9-12 hours_x000D_ 4. 13-16 hours_x000D_ 5. 17-20 hours_x000D_ 6. 21-24 hours_x000D_ 7. 25-28 hours_x000D_ 8. 29-32 hours_x000D_ 9. 33 hours or more_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 | SSA040 | Question “In the past 12 months, how many hours did you spend on professional development activities?” ---- 1. 10 hours or less 2. 11 - 20 hours 3. 21 - 30 hours 4. 31 - 40 hours 5. More than 40 hours |
Professional learning activities on evidence-based practices | T-RQ5 | Yes | This item was revised to align with Spring K. | ||
| TQA | F8 | Question “To what extent was the professional development you received in the past 12 months relevant to your role as a teacher?”_x000D_ ----_x000D_ 1. Not relevant_x000D_ 2. Somewhat relevant_x000D_ 3. Relevant_x000D_ 4. Very relevant_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | F9 | Question “In which of the following staff development and training activities have you participated during the current academic year?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Workshops involving study groups or small-group problem solving_x000D_ 2. Direct instruction from an outside consultant on a specific topic_x000D_ 3. Peer observation and feedback_x000D_ 4. Visits to, or observations of, other schools_x000D_ 5. Release time for attending professional conferences_x000D_ 6. Enrollment in college or university courses related to your profession_x000D_ 7. Professional development via distance learning (web-based, etc)_x000D_ 8. Workshops on using computers and technology in the classroom_x000D_ 9. None of the above_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 | SSA020 | Question “In which of the following staff development and training activities have you participated during the current academic year?” InstResp “Select all that apply.” ---- 1. Worked with a master or mentor teacher assigned to you by your school or district 2. Workshops involving study groups or small-group problem solving 3. Direct instruction from an outside consultant on a specific topic 4. Peer observation and feedback 5. Visits to, or observations of, other schools 6. Release time for attending professional conferences 7. Enrollment in college or university courses related to your profession 8. Professional development via distance learning (web-based, etc) 9. Workshops on using computers and technology in the classroom 10. Coaching (for example, working with an individual specifically trained in instruction or a particular subject area) 11. None of the above |
Professional learning activities on evidence-based practices | T-RQ5 | Yes | This item was revised to align with Spring K. | ||
| TQA | F11a | Question “How often did you participate in professional development activities covering the following topics in the last 12 months? _x000D_ _x000D_ How to use assessment data to identify students who are struggling or at risk of failure in reading”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. More than 4 times a year_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 | Yes | This item was dropped to allow space for other priorities. | ||||||
| TQA | F11b | Question “How to use assessment data to identify students who are struggling or at risk of failure in math”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. More than 4 times a year_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 | Yes | This item was dropped to allow space for other priorities. | ||||||
| TQA | F11c | Question “How to use and apply assessment data to guide reading instruction”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. More than 4 times a year_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 | Yes | This item was dropped to allow space for other priorities. | ||||||
| TQA | F11d | Question “How to use and apply assessment data to guide math instruction”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. More than 4 times a year_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 | Yes | This item was dropped to allow space for other priorities. | ||||||
| TQA | F11e | Question “How to implement the reading curriculum”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. More than 4 times a year_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 | Yes | This item was dropped to allow space for other priorities. | ||||||
| TQA | F11f | Question “How to implement the math curriculum”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 times a year_x000D_ 4. 3 to 4 times a year_x000D_ 5. More than 4 times a year_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 | Yes | This item was dropped to allow space for other priorities. | ||||||
| TQA | F12a | Question “Have you received support from any of the following staff members during the current academic year?_x000D_ _x000D_ A school or district staff member whose role is to provide ongoing training and support to classroom teachers in the delivery of effective reading instruction”_x000D_ ----_x000D_ 1. Yes, support received_x000D_ 2. No, support not received_x000D_ 3. Resources not available_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 | Yes | This item was dropped to allow space for other priorities. | ||||||
| TQA | F12b | Question “A school or district staff member whose role is to provide ongoing training and support to classroom teachers in the delivery of effective math instruction”_x000D_ ----_x000D_ 1. Yes, support received_x000D_ 2. No, support not received_x000D_ 3. Resources not available_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 | Yes | This item was dropped to allow space for other priorities. | ||||||
| TQA | F12c | Question “A school or district staff member who provides ongoing training and support to classroom teachers in the delivery of effective behavioral supports”_x000D_ ----_x000D_ 1. Yes, support received_x000D_ 2. No, support not received_x000D_ 3. Resources not available_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 | Yes | This item was dropped to allow space for other priorities. | ||||||
| TQA | F12d | Question “A school or district staff member to support teachers in collecting, organizing, and managing assessment data”_x000D_ ----_x000D_ 1. Yes, support received_x000D_ 2. No, support not received_x000D_ 3. Resources not available_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 | Yes | This item was dropped to allow space for other priorities. | ||||||
| TQA | F12e | Question “A school or district staff member to support teachers in the interpretation and use of assessment data to guide instruction”_x000D_ ----_x000D_ 1. Yes, support received_x000D_ 2. No, support not received_x000D_ 3. Resources not available_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 | Yes | This item was dropped to allow space for other priorities. | ||||||
| TQA | F13 | Question “How often have you been observed by a peer for the purposes of receiving instructional feedback during the current academic year?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once_x000D_ 3. 2 times_x000D_ 4. 3 to 4 times_x000D_ 5. More than 4 times_x000D_ |
Professional learning activities on evidence-based practices | T-RQ5 | Yes | This item was dropped to allow space for other priorities. | ||||||
| TQA | G1a | Question “The next few questions pertain to your feelings about your school. Please indicate the extent to which you agree with each of the following statements. The level of child misbehavior (for example, noise, horseplay, or fighting in the halls or cafeteria) in this school interferes with my teaching.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
School climate | T-RQ4 | Yes | Field Test report, from spring K: ...Drop subitems a, c, d, e, g, h, j, k, and l. Teacher-level teacher survey was too long. This retains information about school climate while paring down the overall number of items. | ||||||
| TQA | G1b | Question “Many of the children I teach are not capable of learning the material I am supposed to teach them.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 | SCA010A | Question “The next few questions pertain to your feelings about your school. Please indicate the extent to which you agree with each of the following statements. Many of the children I teach are not capable of learning the material I am supposed to teach them.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
School climate | T-RQ4 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | G1c | Question “I feel accepted and respected as a colleague by most staff members.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 | Yes | Field Test report, from spring K: ...Drop subitems a, c, d, e, g, h, j, k, and l. Teacher-level teacher survey was too long. This retains information about school climate while paring down the overall number of items. | ||||||
| TQA | G1d | Question “Teachers in this school are continually learning and seeking new ideas.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 | Yes | Field Test report, from spring K: ...Drop subitems a, c, d, e, g, h, j, k, and l. Teacher-level teacher survey was too long. This retains information about school climate while paring down the overall number of items. | ||||||
| TQA | G1e | Question “{Continued} Please indicate the extent to which you agree with each of the following statements._x000D_ _x000D_ Routine administrative duties and paperwork interfere with my job of teaching.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 | Yes | Field Test report, from spring K: ...Drop subitems a, c, d, e, g, h, j, k, and l. Teacher-level teacher survey was too long. This retains information about school climate while paring down the overall number of items. | ||||||
| TQA | G1f | Question “Parents are supportive of school staff.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 | SCA010B | Question “Parents are supportive of school staff.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 | ||||
| TQA | G1g | Question “There is a great deal of cooperative effort among the staff members.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 | Yes | Field Test report, from spring K: ...Drop subitems a, c, d, e, g, h, j, k, and l. Teacher-level teacher survey was too long. This retains information about school climate while paring down the overall number of items. | ||||||
| TQA | G1h | Question “In this school, staff members are recognized for a job well done.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 | Yes | Field Test report, from spring K: ...Drop subitems a, c, d, e, g, h, j, k, and l. Teacher-level teacher survey was too long. This retains information about school climate while paring down the overall number of items. | ||||||
| TQA | G1i | Question “{Continued} Please indicate the extent to which you agree with each of the following statements._x000D_ _x000D_ The academic standards at this school are too low.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 | SCA010C | Question “The academic standards at this school are too low.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
School climate | T-RQ4 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | G1j | Question “There is broad agreement among the entire school faculty about the central mission of the school.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 | Yes | Field Test report, from spring K: ...Drop subitems a, c, d, e, g, h, j, k, and l. Teacher-level teacher survey was too long. This retains information about school climate while paring down the overall number of items. | ||||||
| TQA | G1k | Question “The school administrator sets priorities, makes plans, and sees that they are carried out.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 | Yes | Field Test report, from spring K: ...Drop subitems a, c, d, e, g, h, j, k, and l. Teacher-level teacher survey was too long. This retains information about school climate while paring down the overall number of items. | ||||||
| TQA | G1l | Question “The school administration's behavior toward the staff is supportive and encouraging.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 | Yes | Field Test report, from spring K: ...Drop subitems a, c, d, e, g, h, j, k, and l. Teacher-level teacher survey was too long. This retains information about school climate while paring down the overall number of items. | ||||||
| TQA | G2a | Question “To what extent do you agree with the following statements?”_x000D_ _x000D_ I am adequately trained to teach the children with disabilities who are in my class.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly disagree_x000D_ 6. Not applicable_x000D_ |
Teachers’ sense of efficacy | T-RQ4 | SCA020A | Question “To what extent do you agree with the following statements?” I am adequately trained to teach the children with disabilities in my class.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Not applicable |
Teachers’ sense of efficacy | T-RQ4 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | G2b | Question “Inclusion of children with disabilities in my class has worked well.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly disagree_x000D_ 6. Not applicable_x000D_ |
Teachers’ sense of efficacy | T-RQ4 | Yes | Field Test report, from spring K: ...Drop subitems b, d, e, f, and g. Teacher-level teacher survey was too long. This retains information about teacher efficacy while paring down the overall number of items. | ||||||
| TQA | G2c | Question “I am adequately trained to teach English language learners in my class.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly disagree_x000D_ 6. Not applicable_x000D_ |
Teachers’ sense of efficacy | T-RQ4 | SCA020B | Question “I am adequately trained to teach English language learners (ELLs) in my class.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree 6. Not applicable |
Teachers’ sense of efficacy | T-RQ4 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | G2d | Question “Inclusion of English language learners (ELL) in my class has worked well.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly disagree_x000D_ 6. Not applicable_x000D_ |
Teachers’ sense of efficacy | T-RQ4 | Yes | Field Test report, from spring K: ...Drop subitems b, d, e, f, and g. Teacher-level teacher survey was too long. This retains information about teacher efficacy while paring down the overall number of items. | ||||||
| TQA | G2e | Question “I have the resources I need to teach the children in my class who have disabilities.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly disagree_x000D_ 6. Not applicable_x000D_ |
Teachers’ sense of efficacy | T-RQ4 | Yes | Field Test report, from spring K: ...Drop subitems b, d, e, f, and g. Teacher-level teacher survey was too long. This retains information about teacher efficacy while paring down the overall number of items. | ||||||
| TQA | G2f | Question “I have the resources I need to teach the children in my class who are English language learners (ELL).”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly disagree_x000D_ 6. Not applicable_x000D_ |
Teachers’ sense of efficacy | T-RQ4 | Yes | Field Test report, from spring K: ...Drop subitems b, d, e, f, and g. Teacher-level teacher survey was too long. This retains information about teacher efficacy while paring down the overall number of items. | ||||||
| TQA | G2g | Question “I have the resources I need to teach a class of students who have a wide range of reading skills.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly disagree_x000D_ 6. Not applicable_x000D_ |
Teachers’ sense of efficacy | T-RQ4 | Yes | Field Test report, from spring K: ...Drop subitems b, d, e, f, and g. Teacher-level teacher survey was too long. This retains information about teacher efficacy while paring down the overall number of items. | ||||||
| TQA | G3a | Question “The next few questions pertain to your beliefs about teaching your students. To what extent do you agree with each of the following statements? _x000D_ _x000D_ If I try really hard, I can get through even to the most difficult or unmotivated students.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 | Yes | Field Test report, from spring K: ...Drop item set. Teacher-level teacher survey was too long. Information on efficacy retained above with select items from teacher efficacy (resources). | ||||||
| TQA | G3b | Question “If some students in my class are not doing well, I feel that I should change my approach to the subject.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 | Yes | Field Test report, from spring K: ...Drop item set. Teacher-level teacher survey was too long. Information on efficacy retained above with select items from teacher efficacy (resources). | ||||||
| TQA | G3c | Question “By trying a different teaching method, I can significantly affect a student’s achievement.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 | Yes | Field Test report, from spring K: ...Drop item set. Teacher-level teacher survey was too long. Information on efficacy retained above with select items from teacher efficacy (resources). | ||||||
| TQA | G3d | Question “There is really very little I can do to ensure that most of my students achieve at a high level.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 | Yes | Field Test report, from spring K: ...Drop item set. Teacher-level teacher survey was too long. Information on efficacy retained above with select items from teacher efficacy (resources). | ||||||
| TQA | G3e | Question “{Continued} To what extent do you agree with each of the following statements?_x000D_ _x000D_ I work to create lessons so my students will enjoy learning and become independent thinkers.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 | Yes | Field Test report, from spring K: ...Drop item set. Teacher-level teacher survey was too long. Information on efficacy retained above with select items from teacher efficacy (resources). | ||||||
| TQA | G3f | Question “I feel sometimes it is a waste of my time to try to do my best as a teacher.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 | Yes | Field Test report, from spring K: ...Drop item set. Teacher-level teacher survey was too long. Information on efficacy retained above with select items from teacher efficacy (resources). | ||||||
| TQA | G3g | Question “The attitudes and habits students bring to my class greatly reduce their chances for academic success.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 | Yes | Field Test report, from spring K: ...Drop item set. Teacher-level teacher survey was too long. Information on efficacy retained above with select items from teacher efficacy (resources). | ||||||
| TQA | G3h | Question “My success or failure in teaching is due primarily to factors beyond my control rather than to my own effort or ability.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 | Yes | Field Test report, from spring K: ...Drop item set. Teacher-level teacher survey was too long. Information on efficacy retained above with select items from teacher efficacy (resources). | ||||||
| TQA | G3i | Question “{Continued} To what extent do you agree with each of the following statements?_x000D_ _x000D_ The amount a student can learn is primarily related to family background”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 T-RQ8 |
Yes | Field Test report, from spring K: ...Drop item set. Teacher-level teacher survey was too long. Information on efficacy retained above with select items from teacher efficacy (resources). | ||||||
| TQA | G3j | Question “If a student did not remember information I gave in a previous lesson, I would know how to increase the student’s retention in the next lesson.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 T-RQ8 |
Yes | Field Test report, from spring K: ...Drop item set. Teacher-level teacher survey was too long. Information on efficacy retained above with select items from teacher efficacy (resources). | ||||||
| TQA | G3k | Question “If a student in my class becomes disruptive and noisy, I feel assured that I know some techniques to redirect the student quickly.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Teachers’ sense of efficacy | T-RQ4 T-RQ8 |
Yes | Field Test report, from spring K: ...Drop item set. Teacher-level teacher survey was too long. Information on efficacy retained above with select items from teacher efficacy (resources). | ||||||
| TQA | G4a | Question “The next few items are about your job satisfaction. Please indicate the extent to which you agree or disagree with each of the following statements on working with children. _x000D_ _x000D_ I really enjoy my present job.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction | T-RQ4 | SCA030A | Question “To what extent do you agree or disagree with each of the following statements as it applies to your instruction? I really enjoy my present teaching job.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Job satisfaction | T-RQ4 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | G4b | Question “I am certain I am making a difference in the lives of the children I teach.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction | T-RQ4 | SCA030B | Question “I am certain I am making a difference in the lives of the children I teach.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction | T-RQ4 | ||||
| TQA | G4c | Question “If I could start over, I would choose this again as my career.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Job satisfaction | T-RQ4 | SCA030C | Question “If I could start over, I would choose teaching again as my career.” ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree |
Job satisfaction | T-RQ4 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | G5a | Question “Indicate how much you agree or disagree with the following statements about your school and staff?_x000D_ _x000D_ There is a consensus among administrators and teachers on goals and expectations.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | G5b | Question “We have an active professional development program for teachers.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | G5c | Question “Teachers are very active in planning staff development activities in this school.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | T-RQ4 | Yes | Field Test report, from spring K: ...Drop these items from the national study. The teacher-level teacher survey was too long and priority given to other constructs. | ||||||
| TQA | G6a | Question “For each of the following statements about reading, indicate how strongly you agree or disagree. _x000D_ _x000D_ This school has a set of clear, predetermined, grade-level benchmarks (that is, cut scores, goals/targets, or percentiles) that are used to determine which students are struggling or at risk of failure in reading in first grade.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Don’t know_x000D_ |
Use of formal assessments to ID struggling students | T-RQ9 | Yes | This item was dropped to allow space for other priorities. | ||||||
| TQA | G6b | Question “For each of the following statements about READING, indicate how strongly you agree or disagree._x000D_ _x000D_ This school has a set of clear, predetermined criteria for determining the level of intervention first-grade students will receive in reading.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Don’t know_x000D_ |
Use of formal assessments to ID struggling students | T-RQ9 | Yes | This item was dropped to allow space for other priorities. | ||||||
| TQA | G6c | Question “For each of the following statements about READING, indicate how strongly you agree or disagree._x000D_ _x000D_ This school has clear, predetermined criteria for determining when first-grade students no longer need a reading intervention.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Don’t know_x000D_ |
Use of formal assessments to ID struggling students | T-RQ9 | Yes | This item was dropped to allow space for other priorities. | ||||||
| TQA | G7a | Question “For each of the following statements about math, indicate how strongly you agree or disagree.” _x000D_ _x000D_ “This school has a set of clear, predetermined, grade-level benchmarks (that is, cut scores, goals/targets, or percentiles) that are used to determine which students are struggling or at risk of failure in math in first grade.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Don’t know_x000D_ |
Use of formal assessments to ID struggling students | T-RQ9 | Yes | This item was dropped to allow space for other priorities. | ||||||
| TQA | G7b | Question “For each of the following statements about Math, indicate how strongly you agree or disagree.” _x000D_ _x000D_ “This school has a set of clear, predetermined criteria for determining the level of intervention first-grade students will receive in math.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Don’t know_x000D_ |
Use of formal assessments to ID struggling students | T-RQ9 | Yes | This item was dropped to allow space for other priorities. | ||||||
| TQA | G7c | Question “For each of the following statements about Math, indicate how strongly you agree or disagree.” _x000D_ _x000D_ “This school has clear, predetermined criteria for determining when first grade students no longer need a math intervention.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Don’t know_x000D_ |
Use of formal assessments to ID struggling students | T-RQ9 | Yes | This item was dropped to allow space for other priorities. | ||||||
| TQA | H1 | Question “The next few questions ask about your background, education experience, and credentials. The first questions are about your characteristics. _x000D_ _x000D_ What is your gender?”_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ 3. Another gender_x000D_ |
Teacher’s gender, age, and race/ethnicity | T-RQ4 | TBA010 | Question “The next few questions ask about your background, education experience, and credentials. The first questions are about your characteristics. _x000D_ _x000D_ What is your gender?”_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ 3. Another gender_x000D_ |
Teacher’s gender, age, and race/ethnicity | T-RQ4 | ||||
| TQA | H2 | Question “In what year were you born?”_x000D_ _x000D_ Watermark: “Enter year” |
Teacher’s gender, age, and race/ethnicity | T-RQ4 | TBA020 | Question “In what year were you born?”_x000D_ _x000D_ Watermark: “Enter year” |
Teacher’s gender, age, and race/ethnicity | T-RQ4 | ||||
| TQA | H3 | Question “Are you Hispanic or Latino/Latina of any race?”_x000D_ _x000D_ InstResp “A person who is Hispanic or Latino/Latina is of Cuban, Dominican, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher’s gender, age, and race/ethnicity | T-RQ4 | yes | Item deleted to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. |
||||||
| TQA | H4 | Question “Which best describes your race?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. American Indian or Alaska Native_x000D_ 2. Asian_x000D_ 3. Black or African American_x000D_ 4. Native Hawaiian or Other Pacific Islander_x000D_ 5. White_x000D_ |
Teacher’s gender, age, and race/ethnicity | T-RQ4 | Yes | Item dropped to allow new items that align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | ||||||
| TBA030a | Question “What is your race and/or ethnicity?” InstResp “Select all that apply.” ---- 1. American Indian or Alaska Native 2. Asian 3. Black or African American 4. Hispanic or Latino 5. Middle Eastern or North African 6. Native Hawaiian or Pacific Islander 7. White |
Teacher’s gender, age, and race/ethnicity | T-RQ4 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| TBA030b | Question “{Next, we will collect detailed information for each race or ethnicity selected.} You said that you are American Indian or Alaska Native. Please provide details below. Enter, for example, Navajo Nation, Blackfeet Tribe of the Blackfeet Indian Reservation of Montana, Native Village of Barrow Inupiat Traditional Government, Nome Eskimo Community, Aztec, Maya, etc.” |
Teacher’s gender, age, and race/ethnicity | T-RQ4 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| TBA030c | Question “{Next, we will collect detailed information for each race or ethnicity selected.} You said that you are Asian. Provide details below. Select all that apply.” 1 Chinese 2 Asian Indian 3 Filipino 4 Vietnamese 5 Korean 6 Japanese |
Teacher’s gender, age, and race/ethnicity | T-RQ4 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| TBA030cOS | Question "Enter, for example, Pakistani, Hmong, Afghan, etc." | Teacher’s gender, age, and race/ethnicity | T-RQ4 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| TBA030d | Question “{Next, we will collect detailed information for each race or ethnicity selected.} You said that you are Black or African American. Provide details below. Select all that apply.” 1 African American 2 Jamaican 3 Haitian 4 Nigerian 5 Ethiopian 6 Somali |
Teacher’s gender, age, and race/ethnicity | T-RQ4 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| TBA030dOS | Question "Enter, for example, Trinidadian and Tobagonian, Ghanaian, Congolese, etc." | Teacher’s gender, age, and race/ethnicity | T-RQ4 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| TBA030e | Question “{Next, we will collect detailed information for each race or ethnicity selected.} You said that you are Hispanic or Latino. Provide details below. Select all that apply.” 1 Mexican 2 Puerto Rican 3 Salvadoran 4 Cuban 5 Dominican 6 Guatemalan |
Teacher’s gender, age, and race/ethnicity | T-RQ4 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| TBA030eOS | Question "Enter, for example, Colombian, Honduran, Spaniard, etc." | Teacher’s gender, age, and race/ethnicity | T-RQ4 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| TBA030f | Question “{Next, we will collect detailed information for each race or ethnicity selected.} You said that you are Middle Eastern or North African. Provide details below. Select all that apply.” 1 Lebanese 2 Iranian 3 Egyptian 4 Syrian 5 Iraqi 6 Israeli |
Teacher’s gender, age, and race/ethnicity | T-RQ4 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| TBA030fOS | Question "Enter, for example, Moroccan, Yemeni, Kurdish, etc." | Teacher’s gender, age, and race/ethnicity | T-RQ4 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| TBA030g | “{Next, we will collect detailed information for each race or ethnicity selected.} You said that you are Native Hawaiian or Pacific Islander. Provide details below. Select all that apply.” 1 Native Hawaiian 2 Samoan 3 Chamorro 4 Tongan 5 Fijian 6 Marshallese |
Teacher’s gender, age, and race/ethnicity | T-RQ4 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| TBA030gOS | Question "Enter, for example, Chuukese, Palauan, Tahitian, etc." | Teacher’s gender, age, and race/ethnicity | T-RQ4 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| TBA030h | “{Next, we will collect detailed information for each race or ethnicity selected.} You said that you are White. Provide details below. Select all that apply.” 1 English 2 German 3 Irish 4 Italian 5 Polish 6 Scottish |
Teacher’s gender, age, and race/ethnicity | T-RQ4 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| TBA030hOS | Question "Enter, for example, French, Swedish, Norwegian, etc." | Teacher’s gender, age, and race/ethnicity | T-RQ4 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| TQA | H5 | Question “What is the highest level of education you have completed?”_x000D_ ----_x000D_ 1. Did not complete high school_x000D_ 2. High school diploma or equivalent/GED_x000D_ 3. Some college or technical or vocational school_x000D_ 4. Associate’s degree_x000D_ 5. Bachelor’s degree_x000D_ 6. Master’s degree_x000D_ 7. An advanced professional degree beyond a master’s degree (for example, PhD, MD, Ed.D)_x000D_ |
Teacher’s education, including degrees and credentials/licenses | T-RQ4 | TBA050 | Question “What is the highest level of education you have completed?”_x000D_ ----_x000D_ 1. Did not complete high school_x000D_ 2. High school diploma or equivalent/GED_x000D_ 3. Some college or technical or vocational school_x000D_ 4. Associate’s degree_x000D_ 5. Bachelor’s degree_x000D_ 6. Master’s degree_x000D_ 7. An advanced professional degree beyond a master’s degree (for example, PhD, MD, Ed.D)_x000D_ |
Teacher’s education, including degrees and credentials/licenses | T-RQ4 | ||||
| TQA | H6a | Question “What is the name of the college or university where you earned your highest degree and where is it located?” | Teacher’s education, including degrees and credentials/licenses | T-RQ4 | yes | This item was dropped to allow space for other priorities | ||||||
| TQA | H6b | Question "City:" | Teacher’s education, including degrees and credentials/licenses | T-RQ4 | Yes | This item was dropped to allow space for other priorities | ||||||
| TQA | H6c | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark "Select a state" |
Teacher’s education, including degrees and credentials/licenses | T-RQ4 | Yes | This item was dropped to allow space for other priorities | ||||||
| TQA | H7 | Question “What was your undergraduate major field(s) of study?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Special education_x000D_ 4. Other education-related major (such as reading/literacy education, math education, secondary education, educational psychology, education administration, music education, etc.)_x000D_ 5. Non-education major (such as history, English, etc.)_x000D_ 6. None of the above_x000D_ |
Teacher’s education, including degrees and credentials/licenses | T-RQ4 | Yes | This item was dropped to allow space for other priorities | ||||||
| TQA | H8 | Question “What was the major field(s) of study of your highest level graduate degree?"_x000D_ _x000D_ InstResp: “Select all that apply.”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Special education_x000D_ 4. Other education-related major (such as secondary education, educational psychology, education administration, music education, etc.)_x000D_ 5. Non-education major (such as history, English, etc.)_x000D_ 6. None of the above_x000D_ |
Teacher’s education, including degrees and credentials/licenses | T-RQ4 | Yes | This item was dropped to allow space for other priorities | ||||||
| TQA | H9 | Question “Have you ever taken a college course in the following areas?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Special education_x000D_ 4. English as a Second Language (ESL) or teaching English language learners (ELL)_x000D_ 5. Child development_x000D_ 6. Methods of teaching reading/language arts_x000D_ 7. Methods of teaching mathematics_x000D_ 8. Methods of teaching science_x000D_ 9. Classroom management_x000D_ 10. None of the above_x000D_ |
Teacher’s education, including degrees and credentials/licenses | T-RQ4 | Yes | This item was dropped to allow space for other priorities | ||||||
| TQA | H11 | Question “The next few questions ask about your credentials. Which of the following describes the teaching certificate you currently hold in {state}?”_x000D_ ----_x000D_ 1. Regular or standard state certificate or advanced professional certificate_x000D_ 2. Certificate issued after satisfying all requirements except the completion of a probationary period_x000D_ 3. Certificate that requires some additional coursework, student teaching, or passage of a test before regular certification can be obtained_x000D_ 4. Certificate issued to persons who must complete a certification program in order to continue teaching_x000D_ 5. I do not hold any of the above certifications in {state}._x000D_ |
Type of teaching certification held | T-RQ4 | TBA100 | Question “Which of the following describes the teaching certificate you currently hold in {state}?” ---- 1. Regular or standard state certificate or advanced professional certificate 2. Certificate issued after satisfying all requirements except the completion of a probationary period 3. Certificate that requires some additional coursework, student teaching, or passage of a test before regular certification can be obtained 4. Certificate issued to persons who must complete a certification program in order to continue teaching 5. I do not hold any of the above certifications in {state}. |
Type of teaching certification held | T-RQ4 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | H10 | Question “In what areas are you certified?_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Elementary education_x000D_ 2. Early childhood education_x000D_ 3. Special education_x000D_ 4. English as a Second Language (ESL) or instruction for English language learners_x000D_ 91. Other (Please specify):_x000D_ |
Type of teaching certification held | T-RQ4 | TBA110 | Question “In what areas are you certified? InstResp “Select all that apply.” ---- 1. Elementary education 2. Early childhood education 3. Special education 4. English as a Second Language (ESL) or instruction for English language learners (ELLs) 91. Other (Please specify): |
Type of teaching certification held | T-RQ4 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | H10OS | Other specify for type of teaching certification held | T-RQ4 | TBA110OS | Other specify for type of teaching certification held | T-RQ4 | ||||||
| TQA | H12a | Question: “Which of the following best describes the type of educator preparation program you participated in while earning your current and initial certification? _x000D_ _x000D_ Initial Certification”_x000D_ ----_x000D_ 1. Traditional four-year program based at an institution of higher education_x000D_ 2. Alternative program based at an institution of higher education_x000D_ 3. Alternative program not based at an institution of higher education_x000D_ 4. Other preparation program_x000D_ |
Teacher’s education, including degrees and credentials/licenses | T-RQ4 | Yes | This item was dropped to allow space for other priorities | ||||||
| TQA | H12b | Question “Current certification”_x000D_ ----_x000D_ 1. Traditional four-year program based at an institution of higher education_x000D_ 2. Alternative program based at an institution of higher education_x000D_ 3. Alternative program not based at an institution of higher education_x000D_ 4. Other preparation program_x000D_ |
Teacher’s education, including degrees and credentials/licenses | T-RQ4 | Yes | This item was dropped to allow space for other priorities | ||||||
| TQA | H13 | Question “Have you taken the exam for National Board for Professional Teaching Standards certification?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
National Board certification | T-RQ4 | Yes | This item was dropped to allow space for other priorities | ||||||
| TQA | H14 | Question “What was the result of the National Board for Professional Teaching Standards exam?”_x000D_ ----_x000D_ 1. Awaiting test results_x000D_ 2. Passed_x000D_ 3. Have not yet passed_x000D_ |
National Board certification | T-RQ4 | Yes | This item was dropped to allow space for other priorities | ||||||
| TQA | H15 | Question “Counting this school year, how many years have you taught in your current school, including part-time teaching?” _x000D_ _x000D_ InstResp “Enter the number of years to the nearest half year (for example, 2.5, 3.0, 3.5), counting each half year completed or almost completed as 0.5. If this is your first semester teaching in this school, enter 0.5.”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 | Yes | This item was dropped to allow space for other priorities | ||||||
| TQA | H16 | Question “Counting this school year, how many years have you been a K-12 teacher, including years in which you taught part-time?”_x000D_ _x000D_ InstResp “Enter the number of years to the nearest half year (for example, 2.5, 3.0, 3.5), counting each half year completed or almost completed as 0.5. If you are a new teacher and this is your first semester teaching, enter 0.5.”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 | TBA160 | Question “Counting this school year, how many years have you been a K-12 teacher, including years in which you taught part time?” InstResp “Enter the number of years to the nearest half year (for example, 2.5, 3.0, 3.5), counting each half year completed or almost completed as 0.5. If you are a new teacher and this is your first semester teaching, enter 0.5.” Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 | ||||
| TQA | H17a | Question: “Counting this school year, how many years have you taught each of the following grades and programs, including years in which you taught part time?_x000D_ _x000D_ InstResp “Enter the number of years to the nearest half year (for example, 2.5, 3.0, 3.5), counting each half year completed or almost completed as 0.5. If you are a new teacher and this is your first semester teaching, enter 0.5. Enter "0" if you have never taught the grade or program listed."_x000D_ _x000D_ “Preschool”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 | TBA170b | Question: “Counting this school year, how many years have you taught kindergarten, including years in which you taught part time? InstResp “Enter the number of years to the nearest half year (for example, 2.5, 3.0, 3.5), counting each half year completed or almost completed as 0.5. Please include part time teaching. If this is your first semester teaching the grade enter 0.5." “Taught first grade” Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | H17a | Question: “Counting this school year, how many years have you taught each of the following grades and programs, including years in which you taught part time?_x000D_ _x000D_ InstResp “Enter the number of years to the nearest half year (for example, 2.5, 3.0, 3.5), counting each half year completed or almost completed as 0.5. If you are a new teacher and this is your first semester teaching, enter 0.5. Enter "0" if you have never taught the grade or program listed."_x000D_ _x000D_ “Preschool”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 | TBA170bx | Question: “Counting this school year, how many years have you taught first grade, including years in which you taught part time? InstResp “Enter the number of years to the nearest half year (for example, 2.5, 3.0, 3.5), counting each half year completed or almost completed as 0.5. Please include part time teaching. If this is your first semester teaching the grade enter 0.5." “Taught first grade” Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 | Yes | This item was revised to be consistent with Spring K. | ||
| TQA | H17b | Question “Kindergarten”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | H17c | Question “First grade”_x000D_ _x000D_ Watermark “Enter years” |
Teaching experience, by school and grade | T-RQ4 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | H17d | Question “Second grade”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | H17e | Question “Third grade”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | H17f | Question “Fourth grade”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | H17g | Question “Fifth grade”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | H17h | Question: “Sixth grade or higher”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | H17i | Question: “{Continued} Counting this school year, how many years have you taught each of the following grades and programs, including years in which you taught part tim_x000D_ _x000D_ English as a Second Language (ESL), bilingual education, and/or dual language program”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | H17j | Question: “Special education program”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | H17k | Question: “Program for gifted children”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | H17l | Question: “Art or music program”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | H17m | Question: “Physical education program”_x000D_ _x000D_ Watermark: “Enter years” |
Teaching experience, by school and grade | T-RQ4 | Yes | This item was dropped to be consistent with Spring K. | ||||||
| TQA | H18 | Question “How long do you plan to continue to teach?”_x000D_ ----_x000D_ 1. As long as I am able_x000D_ 2. Until I am eligible for retirement benefits from this job_x000D_ 3. Until I am eligible for retirement benefits from a previous job_x000D_ 4. Until I am eligible for Social Security benefits_x000D_ 5. Until a specific life event occurs (for example, parenthood, marriage)_x000D_ 6. Until a more desirable job opportunity comes along_x000D_ 7. Definitely plan to leave as soon as I can_x000D_ 8. Undecided at this time_x000D_ |
Intention to remain in teaching | T-RQ4 | Yes | This item was dropped to allow space for other priorities. | ||||||
| TQA | H19 | Question “Thank you very much for answering these questions and taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" to complete this survey and return to the MyECLS website. You can then check to see if there are any more surveys assigned to you.” | Thank you to respondent. | NA | END000 | Question “Thank you very much for answering these questions and taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" to complete this survey and then check to see if there are any more surveys assigned to you.” | Thank you to respondent. | NA |
| Section | S1 FT Item # | S1 FT Item Wording - redacted | S1 FT Construct | S1 FT Research Question | S1 National Item # | S1 National Item Wording - redacted | S1 National Construct | S1 National Research Question | Added | Dropped | Changed | Rationale for additions, drops, or changes |
| INC | ARC000 | Question “Thank you for launching the ECLS survey about {CHILD}! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ • Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ • Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ • If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ • To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ • Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ • You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA | INC000 | Question “Thank you for launching the ECLS survey about {CHILD}! Here are some tips to keep in mind when completing the survey: • Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible. • Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. • If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off. • To protect your privacy, you will be logged off if you are idle for 10 minutes. • Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon. • You may skip any questions that you do not want to answer. Please click on the “Next” button below to start the survey.” |
Introduction | NA | ||||
| ARC | ARC001a | Question “First, we would like for you to rate {CHILD}’s current skills, knowledge, and behaviors within language and literacy, science, and mathematical thinking based on your experience with {him/her}. If you are not {CHILD}'s primary teacher in any of these areas, you may want to consult with the person most familiar with {CHILD}'s progress in the area when completing the scales._x000D_ _x000D_ •This is NOT a test and should NOT be administered directly to the child. _x000D_ _x000D_ •Examples are meant to help you think of the range of situations in which the child may demonstrate the identified skills and behaviors. These examples do not exhaust all the ways the child may demonstrate what he/she knows or can do. The examples do, however, indicate a level of proficiency a child should have reached in order to receive the highest ratings. Some of these examples describe a very high level of performance (beyond typical students) in order to evaluate achievement levels of the highest performing students._x000D_ _x000D_ •Rate {CHILD} compared to other children of the same age level. Please consider the full range of ratings when answering. _x000D_ _x000D_ Please press the Next button to continue.” |
Introduction | NA | ARC001a | Question “Please rate {CHILD}’s current skills, knowledge, and behaviors within language and literacy, science, and mathematical thinking based on your experience with {him/her}. If you are not the primary teacher in any of these areas, you may want to consult with the person most familiar with {CHILD}'s progress in the area when completing the scales. •This is NOT a test and should NOT be administered directly to the child. •Each skill, knowledge, or behavior is listed in bold, and there are often examples to help illustrate what is intended. These examples do not exhaust all the ways the child may demonstrate what he/she knows or can do. Use the examples as a guide to the level of proficiency a child should have reached in order to receive the highest rating. Please press the Next button to continue." |
Introduction | NA | Yes | Text was shortened and simplified to ease respondent burden. | ||
| ARC | ARC001b | Question “The following five-point scale is used for each of the questions. It reflects the degree to which a child has acquired and demonstrated the targeted skills, knowledge, and behaviors. Please review the definitions before navigating to the next page. These definitions are also available next to each question via clicking the blue "i" icon. _x000D_ _x000D_ Not yet = Child has not yet demonstrated skill, knowledge, or behavior._x000D_ _x000D_ Beginning = Child is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently._x000D_ _x000D_ In progress = Child demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence._x000D_ _x000D_ Intermediate = Child demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient._x000D_ _x000D_ Proficient = Child demonstrates skill, knowledge, or behavior competently and consistently._x000D_ _x000D_ Not applicable or Skill not yet taught = Skill, knowledge, or behavior has not been introduced in classroom setting._x000D_ _x000D_ If {CHILD} has limited English proficiency or is an English language learner, answer with {his/her} native language in mind if {he/she} does not yet demonstrate skills in English but does demonstrate them in {his/her} native language._x000D_ _x000D_ If {CHILD} has a disability, it may be necessary to consider adaptations for some questions to make them more inclusive for this child's skills and/or use of adaptive equipment. Some children may utilize alternative forms of verbal communication (for example, sign language, communication boards) or written communication (for example, word processors, Braille, dictation). Please answer the questions with these adaptations in mind._x000D_ _x000D_ Please press the Next button to continue.” |
Introduction | NA | ARC001b | Question “For each question, please rate {CHILD} compared to other children of the same age level using the following five-point scale that reflects the degree to which a child has acquired and demonstrated the identified skills, knowledge, and behaviors. Please review the definitions before navigating to the next page. These definitions are also available next to each question via clicking the blue "i" icon. Not yet = Child has not yet demonstrated skill, knowledge, or behavior. Beginning = Child is just beginning to demonstrate skill, knowledge, or behavior but does so very inconsistently. In progress = Child demonstrates skill, knowledge, or behavior with some regularity but varies in level of competence. Intermediate = Child demonstrates skill, knowledge, or behavior with increasing regularity and average competence but is not completely proficient. Proficient = Child demonstrates skill, knowledge, or behavior competently and consistently. Not applicable or Skill not yet taught = Skill, knowledge, or behavior has not been introduced in classroom setting. If {CHILD} has limited English proficiency or is an English language learner, answer with {his/her} native language in mind if {he/she} does not yet demonstrate skills in English but does demonstrate them in {his/her} native language. If {CHILD} has a disability, it may be necessary to consider adaptations for some questions to make them more inclusive for this child's skills and/or use of adaptive equipment. Some children may utilize alternative forms of verbal communication (for example, sign language, communication boards) or written communication (for example, word processors, Braille, dictation). Please answer the questions with these adaptations in mind. Please press the Next button to continue.” |
Introduction | NA | YES | Text was shortened and simplified to ease respondent burden. | ||
| ARC | ARC005a | Question “First, please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Contributes relevant information to classroom discussions – for example, during a class discussion, can express an idea or a personal opinion on a topic and the reasons behind the opinion.” _x000D_ _x000D_ InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC010a | Question “First, please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. {CHILD}… Contributes relevant information to classroom discussions – for example, during a class discussion, can express an idea or a personal opinion on a topic and the reasons behind the opinion.” InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item." ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC005b | Question “Engages in higher-level thinking and reasoning during classroom discussions – for example, answers questions that are not just an explicit recall of facts, makes inferences, asks on-topic questions, and can have a cohesive exchange of ideas that are centered on a given topic for at least three conversational turns.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC010b | Question “Engages in higher-level thinking and reasoning during classroom discussions – for example, answers questions that are not just an explicit recall of facts, makes inferences, asks on-topic questions, and can have a cohesive exchange of ideas that are centered on a given topic for at least three conversational turns.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC005c | Question “Uses correct endings on verbs and nouns when speaking – for example, says “dog plays” and “dogs play” or uses present tense (“she runs” or “she is running”) and past tense correctly for both regular and irregular verbs (“he walks” and “he walked”; “I run” and “I ran”).”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | YES | Dropped to reduce respondent burden and to correspond to Fall K. The ARC is fielded both fall kindergarten and spring kindergarten. To keep consistent with a "time 1 - time 2" approach, recommend not fielding in spring kindergarten as this was not fielded in fall kindergarten. |
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| ARC | ARC005d | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Uses morphemes to figure out the meanings of words – for example, knows that “–s” means “more than 1” as in “trucks”; “–er” means a “person who” as in “farmer” and “painter”; “un” means “not” as in “unlike” and “unfriendly”; or “re” means “again” as in “reread” and “replay.””_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC010c | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. {CHILD}… Uses morphemes to figure out the meanings of words – for example, knows that “–s” means “more than 1” as in “trucks”; “–er” means a “person who” as in “farmer” and “painter”; “un” means “not” as in “unlike” and “unfriendly”; or “re” means “again” as in “reread” and “replay.”” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | "Continued" formatting was adjusted for readability. | ||
| ARC | ARC005e | Question “Uses morphemes to decode new words – for example, decodes “jellyfish” by recognizing it is made up of two familiar words “jelly” and “fish” or decodes “preheat” as “pre” and “heat” and “fearless” as “fear” and “less.””_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. The ARC is fielded both fall kindergarten and spring kindergarten. To keep consistent with a "time 1 - time 2" approach, recommend not fielding in spring kindergarten as this was not fielded in fall kindergarten. |
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| ARC | ARC005f | Question “Uses complex sentence structures – for example, says "If she had brought her umbrella, she wouldn't have gotten wet," or "Yesterday it was raining cats and dogs," or "Why can't we go on the field trip at the same time as the first grade?"_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC010d | Question “Uses complex sentence structures – for example, says "If she had brought her umbrella, she wouldn't have gotten wet," or "Yesterday it was raining cats and dogs," or "Why can't we go on the field trip at the same time as the first grade?" ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC005g | Question “Understands and interprets a story or other text read to {him/her} – for example, by retelling a story just read to the group, or telling about why a story ended as it did, or connecting part of the story to {his/her} own life."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC010e | Question “Understands and interprets a story or other text read to {him/her} – for example, by retelling a story just read to the group, or telling about why a story ended as it did, or connecting part of the story to {his/her} own life." ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC005h | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Easily and quickly names all upper- and lower-case letters of the alphabet."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC010f | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. {CHILD}… Easily and quickly names all upper- and lower-case letters of the alphabet." ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | "Continued" formatting was adjusted for readability. | ||
| ARC | ARC005i | Question “Predicts what will happen next in stories by using the pictures and storyline for clues."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC010g | Question “Predicts what will happen next in stories by using the pictures and storyline for clues." ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC005j | Question “Reads simple books independently – for example, reads books with a repetitive language pattern."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC010h | Question “Reads simple books independently – for example, reads books with a repetitive language pattern." ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC005k | Question “Demonstrates early writing behaviors – for example, by using initial consonants to spell words ("d" for the word "dog"), or using letter names to represent sounds ("r" for the word "are"), or phonetic spelling ("hrt") for the word "heart," to convey words or ideas."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC010i | Question “Demonstrates early writing behaviors – for example, by using initial consonants to spell words ("d" for the word "dog"), or using letter names to represent sounds ("r" for the word "are"), or phonetic spelling ("hrt") for the word "heart," to convey words or ideas." ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC005l | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Composes simple stories – for example, by writing about a personal experience in a journal.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC010j | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. {CHILD}… Composes simple stories – for example, by writing about a personal experience in a journal." ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | "Continued" formatting was adjusted for readability. | ||
| ARC | ARC005m | Question “Composes informative/explanatory text – for example, uses a combination of drawing, dictating, and writing to state what is being written about, supply some information about the topic, and provide some sense of closure.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC010k | Question “Composes informative/explanatory text – for example, uses a combination of drawing, dictating, and writing to state what is being written about, supply some information about the topic, and provide some sense of closure." ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC005n | Question “Demonstrates an understanding of some of the conventions of print – for example, by using both upper- and lower-case letters when writing, or putting spaces between words, or using a period at the end of a sentence."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC010l | Question “Demonstrates an understanding of some of the conventions of print – for example, by using both upper- and lower-case letters when writing, or putting spaces between words, or using a period at the end of a sentence." ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC005o | Question “Finds meaningful units in words such as prefixes, suffixes, and base words.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC010m | Question “Finds meaningful units in words such as prefixes, suffixes, and base words.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC010a | Question “Next, please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Uses {his/her} senses to explore and observe – for example, observes and notes the habits of classroom pets, or describes the differences in clay before and after water is added.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC015a | Question “Next, please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE. {CHILD}… Uses {his/her/their} senses to explore and observe – for example, observes and notes the habits of classroom pets, or describes the differences in clay before and after water is added.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | The pronoun "their" was added as the fill for when gender is missing to improve readability. This matches the change made in spring K. | ||
| ARC | ARC010b | Question “Forms explanations based on observations and explorations – for example, describes or draws the conditions (water, soil, sun) that help a plant grow, or explains that a block will slide more quickly down a steeper slope.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC015b | Question “Forms explanations based on observations and explorations – for example, describes or draws the conditions (water, soil, sun) that help a plant grow, or explains that a block will slide more quickly down a steeper slope.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC010c | Question “Classifies and compares living and non-living things in different ways – for example, classifies objects according to "things that are alive and not alive," or "things that fly and things that crawl.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC015c | Question “Classifies and compares living and non-living things in different ways – for example, classifies objects according to "things that are alive and not alive," or "things that fly and things that crawl.”" ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC010d | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Directly compares two objects with a measurable attribute in common to see which object has “more of”/”less of” the attribute and describes the difference – for example, directly compares the heights of two children and describes one child as taller/shorter.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC015d | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE. {CHILD}… Directly compares two objects with a measurable attribute in common to see which object has “more of”/“less of” the attribute and describes the difference – for example, directly compares the heights of two children and describes one child as taller/shorter.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | "Continued" formatting was adjusted for readability. | ||
| ARC | ARC010e | Question “Makes logical predictions when pursuing scientific investigations – for example, observes and identifies patterns in nature and predicts what happens next (for example, predicts if a new object will float or sink).”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC015e | Question “Makes logical predictions when pursuing scientific investigations – for example, observes and identifies patterns in nature and predicts what happens next (for example, predicts if a new object will float or sink).” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC010f | Question “Communicates scientific information – for example, records or describes the properties of common objects verbally or through drawings or graphs.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC015f | Question “Communicates scientific information – for example, records or describes the properties of common objects verbally or through drawings or graphs.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC010g | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Shows curiosity about the world by asking how and why things happen – for example, asks how rocks are formed or why it is warmer in the daytime than at night.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC015g | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE. {CHILD}… Shows curiosity about the world by asking how and why things happen – for example, asks how rocks are formed or why it is warmer in the daytime than at night.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | "Continued" formatting was adjusted for readability. | ||
| ARC | ARC010h | Question “Generates different strategies to solve a problem – for example, when a design solution does not work as intended, tries other tools, materials, or methods to solve the problem.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC015h | Question “Generates different strategies to solve a problem – for example, when a design solution does not work as intended, tries other tools, materials, or methods to solve the problem.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC010i | Question “Shows an understanding of cause and effect – for example, knows if {he/she} pushes a ball harder, it will go faster.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC015i | Question “Shows an understanding of cause and effect – for example, knows if {he pushes/she pushes/they push} a ball harder, it will go faster.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | The pronoun "their" was added as the fill for when gender is missing to improve readability. This matches the change made in spring K. | ||
| ARC | ARC015a | Question “Now, please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Counts forward beginning from a given number within the known sequence, instead of having to begin at 1 – for example, child starts with 5 objects and is given 2 more and child counts “6, 7” instead of “1, 2, 3, 4, 5, 6, 7” to get the answer of 7.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC020a | Question “Now, please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. {CHILD}… Counts forward beginning from a given number within the known sequence, instead of having to begin at 1 – for example, child starts with 5 objects and is given 2 more and child counts “6, 7” instead of “1, 2, 3, 4, 5, 6, 7” to get the answer of 7.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC015b | Question “Orders a group of objects – for example, by ordering rods or sticks by length, or arranging paints from lightest to darkest or musical instruments from softest to loudest.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC020b | Question “Orders a group of objects – for example, by ordering rods or sticks by length, or arranging paints from lightest to darkest or musical instruments from softest to loudest.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC015c | Question “Shows an understanding of the relationship between quantities – for example, knows that a group of ten small stones is the same quantity as a group of ten larger blocks.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC020c | Question “Shows an understanding of the relationship between quantities – for example, knows that a group of ten small stones is the same quantity as a group of ten larger blocks.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC015d | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Demonstrates consistent understanding of one-to-one correspondence – for example, when counting objects, says the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC020d | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. {CHILD}… Demonstrates consistent understanding of one-to-one correspondence – for example, when counting objects, says the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Continued formatting was adjusted for readability. | ||
| ARC | ARC015e | Question “For any number from 1 to 9, finds the number that makes 10 when added to the given number (for example, by using objects or drawings) and records the answer with a drawing or equation (for example, 3 + _ = 10 and 4 + _ = 10).”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC020e | Question “For any number from 1 to 9, finds the number that makes 10 when added to the given number (for example, by using objects or drawings) and records the answer with a drawing or equation (for example, 3 + _ = 10 and 4 + _ = 10).” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC015f | Question “Uses place value to compose and decompose numbers from 11 to 19 into tens and ones (for example, by using objects or drawings) and records each composition or decomposition by a drawing or equation (for example, 18 = 10 + 8)."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC020f | Question “Uses place value to compose and decompose numbers from 11 to 19 into tens and ones (for example, by using objects or drawings) and records each composition or decomposition by a drawing or equation (for example, 18 = 10 + 8)." ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC015g | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Solves problems involving numbers using concrete objects – for example, "Vera has six blocks, George has three, how many blocks are there in all?" or “How many do I need to give George so he will have the same number of blocks as Vera?””_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC020g | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. {CHILD}… Solves problems involving numbers using concrete objects – for example, "Vera has six blocks, George has three, how many blocks are there in all?" or “How many do I need to give George so he will have the same number of blocks as Vera?”" ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Continued formatting was adjusted for readability. | ||
| ARC | ARC015h | Question “Demonstrates an understanding of graphing activities – for example, by looking at a picture graph on favorite ice-cream flavors and knowing which flavor is the most popular and which one is the least popular."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC020h | Question “Demonstrates an understanding of graphing activities – for example, by looking at a picture graph on favorite ice-cream flavors and knowing which flavor is the most popular and which one is the least popular." ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC015i | Question “Measures length to the nearest whole number using common objects – for example, uses a paperclip or a pencil to measure a desk and specifies the length in terms of those units.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC020i | Question “Measures length to the nearest whole number using common objects – for example, uses a paperclip or a pencil to measure a desk and specifies the length in terms of those units.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC015j | Question “Correctly names squares, circles, triangles, and rectangles regardless of their orientations or overall size."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC020j | Question “Correctly names squares, circles, triangles, and rectangles regardless of their orientations or overall size." ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC105a | Question “First, please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Contributes relevant information to classroom discussions – for example, during a class discussion, can express an idea or a personal opinion on a topic and the reasons behind the opinion.”_x000D_ _x000D_ InstResp "Note: Throughout the survey, click the blue "i" icon for more information about an item."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC110a | Question “First, please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Contributes relevant information to classroom discussions – for example, during a class discussion, can express an idea or a personal opinion on a topic and the reasons behind the opinion.”_x000D_ InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item." ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC105b | Question “Engages in higher-level thinking and reasoning during classroom discussions – for example, answers questions that are not just an explicit recall of facts, makes inferences, asks on-topic questions, and can have a cohesive exchange of ideas that are centered on a given topic for at least three conversational turns.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC110b | Question “Engages in higher-level thinking and reasoning during classroom discussions – for example, answers questions that are not just an explicit recall of facts, makes inferences, asks on-topic questions, and can have a cohesive exchange of ideas that are centered on a given topic for at least three conversational turns.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC105c | Question “Uses correct endings on verbs and nouns when speaking – for example, says “dog plays” and “dogs play” or uses present tense (“she runs” or “she is running”) and past tense correctly for both regular and irregular verbs (“he walks” and “he walked”; “I run” and “I ran”).”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | YES | Dropped to reduce respondent burden and to correspond to Fall K. | ||||||
| ARC | ARC105d | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Uses morphemes to figure out the meanings of words – for example, knows that “–s” means “more than 1” as in “trucks”; “–er” means a “person who” as in “farmer” and “painter”; “un” means “not” as in “unlike” and “unfriendly”; or “re” means “again” as in “reread” and “replay.””_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC110c | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. {CHILD}… Uses morphemes to figure out the meanings of words – for example, knows that “–s” means “more than 1” as in “trucks”; “–er” means a “person who” as in “farmer” and “painter”; “un” means “not” as in “unlike” and “unfriendly”; or “re” means “again” as in “reread” and “replay.”” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC105e | Question “Uses morphemes to decode new words – for example, decodes “jellyfish” by recognizing it is made up of two familiar words “jelly” and “fish” or decodes “preheat” as “pre” and “heat” and “fearless” as “fear” and “less.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. | ||||||
| ARC | ARC105f | Question “Uses complex sentence structures – for example, says "If she had brought her umbrella, she wouldn't have gotten wet," or "Yesterday it was raining cats and dogs," or "Why can't we go on the field trip at the same time as the first grade?"_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC110d | Question “Uses complex sentence structures – for example, says "If she had brought her umbrella, she wouldn't have gotten wet," or "Yesterday it was raining cats and dogs," or "Why can't we go on the field trip at the same time as the first grade?"_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC105g | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Understands and interprets a story or other text read to {him/her} – for example, by writing a sequel to a story, or dramatizing part of a story, or posing a question about why a particular story event occurred as it did."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC110e | Question “Understands and interprets a story or other text read to {him/her} – for example, by writing a sequel to a story, or dramatizing part of a story, or posing a question about why a particular story event occurred as it did."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Because some items in the section were dropped to reduce respondent burden, the items in each grid were adjusted to more evenly distribute the text on each page. The "Continued" text was adjusted so that it was with the first item on each grid where needed. | ||
| ARC | ARC105h | Question “Reads first-grade books independently with comprehension – for example, reads most words correctly and answers questions about what was read, makes predictions while reading, and retells a story after reading it."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC110f | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. {CHILD}… Reads first-grade books independently with comprehension – for example, reads most words correctly and answers questions about what was read, makes predictions while reading, and retells a story after reading it." ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Because some items in the section were dropped to reduce respondent burden, the items in each grid were adjusted to more evenly distribute the text on each page. The "Continued" text was adjusted so that it was with the first item on each grid where needed. | ||
| ARC | ARC105i | Question “Reads first-grade books fluently – for example, easily reads words in meaningful phrases rather than reading word by word."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC110g | Question “Reads first-grade books fluently – for example, easily reads words in meaningful phrases rather than reading word by word."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC105j | Question “Demonstrates beginning writing skills – for example, writes sentences to express ideas while correctly spelling many short words like "hop" or "bed," and, if necessary, attempts approximate phonetic spelling for more difficult words (for example, "vakashun" for "vacation")."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC110h | Question “Demonstrates beginning writing skills – for example, writes sentences to express ideas while correctly spelling many short words like "hop" or "bed," and, if necessary, attempts approximate phonetic spelling for more difficult words (for example, "vakashun" for "vacation."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC105k | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Composes a story with a clear beginning, middle, and end."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC110i | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in LANGUAGE AND LITERACY. {CHILD}… Composes a story with a clear beginning, middle, and end." ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC105l | Question “Composes informative/explanatory text – for example, uses a combination of drawing, dictating, and writing to state what is being written about, supply some information about the topic, and provide some sense of closure."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC110j | Question “Composes informative/explanatory text – for example, uses a combination of drawing, dictating, and writing to state what is being written about, supply some information about the topic, and provide some sense of closure."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC105m | Question “Demonstrates an understanding of some of the conventions of print – for example, by appropriately using question marks, exclamation points, and quotation marks."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC110k | Question “Demonstrates an understanding of some of the conventions of print – for example, by appropriately using question marks, exclamation points, and quotation marks."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC105n | Question “Finds meaningful units in words such as prefixes, suffixes, and base words.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC110l | Question “Finds meaningful units in words such as prefixes, suffixes, and base words.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Language and literacy skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC110a | Question “Next, please rate {CHILD}'s current skills, knowledge, and behaviors in SCIENCE. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Uses {his/her} senses to explore and observe – for example, observes how a push or pull can change the way an object is moving, or observes and describes properties of rocks, soil, and water, or uses tools (such as hand lenses, thermometers, rulers) to gather information about objects.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC115a | Question “Next, please rate {CHILD}'s current skills, knowledge, and behaviors in SCIENCE. {CHILD}… Uses {his/her/their} senses to explore and observe – for example, observes how a push or pull can change the way an object is moving, or observes and describes properties of rocks, soil, and water, or uses tools (such as hand lenses, thermometers, rulers) to gather information about objects.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | The pronoun "their" was added as the fill for when gender is missing to improve readability. This matches the change made in spring K. | ||
| ARC | ARC110b | Question “Forms explanations based on observations and explorations – for example, explains the best growing conditions for a plant after investigating with light and water.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC115b | Question “Forms explanations based on observations and explorations – for example, explains the best growing conditions for a plant after investigating with light and water.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC110c | Question “Classifies and compares living and non-living things in different ways – for example, classifies vegetables that grow above or below the ground, or measures objects and classifies them by size or weight.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC115c | Question “Classifies and compares living and non-living things in different ways – for example, classifies vegetables that grow above or below the ground, or measures objects and classifies them by size or weight.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC110d | Question “Makes logical predictions when pursuing scientific investigations – for example, predicts whether or not objects are magnetic based on the materials they are made of.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC115d | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE. {CHILD}… Makes logical predictions when pursuing scientific investigations – for example, predicts whether or not objects are magnetic based on the materials they are made of.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Because some items in the section were dropped to reduce respondent burden, the items in each grid were adjusted to more evenly distribute the text on each page. The "Continued" text was adjusted so that it was with the first item on each grid where needed. | ||
| ARC | ARC110e | Question “{(Continued) }Please rate {CHILD}'s current skills, knowledge, and behaviors in SCIENCE. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Communicates scientific information – for example, records data from measurement tools (for example, clocks, thermometers, etc.), or constructs bar graphs.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC115e | Question “Communicates scientific information – for example, records data from measurement tools (for example, clocks, thermometers, etc.), or constructs bar graphs.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Because some items in the section were dropped to reduce respondent burden, the items in each grid were adjusted to more evenly distribute the text on each page. The "Continued" text was adjusted so that it was with the first item on each grid where needed. | ||
| ARC | ARC110f | Question “Shows curiosity about the world by asking how and why things happen – for example, asks how rocks are formed or why it is warmer in the daytime than at night.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC115f | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in SCIENCE. {CHILD}… Shows curiosity about the world by asking how and why things happen – for example, asks how rocks are formed or why it is warmer in the daytime than at night.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Because some items in the section were dropped to reduce respondent burden, the items in each grid were adjusted to more evenly distribute the text on each page. The "Continued" text was adjusted so that it was with the first item on each grid where needed. | ||
| ARC | ARC110g | Question “Generates different strategies to solve a problem – for example, when a design solution does not work as intended, tries other tools, materials, or methods to solve the problem.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC115g | Question “Generates different strategies to solve a problem – for example, when a design solution does not work as intended, tries other tools, materials, or methods to solve the problem.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC110h | Question “Shows an understanding of cause and effect – for example, knows if {he/she} pushes a ball harder, it will go faster.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC115h | Question “Shows an understanding of cause and effect – for example, knows if {he pushes/she pushes/they push} a ball harder, it will go faster.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Science skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | The pronoun "their" was added as the fill for when gender is missing to improve readability. This matches the change made in spring K. | ||
| ARC | ARC115a | Question “Now, please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Applies properties of operations as strategies to add and subtract – for example, if 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (commutative property of addition); to add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (associative property of addition). (Child does not need to use the formal terms for these properties.)”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC120a | Question “Now, please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Applies properties of operations as strategies to add and subtract – for example, if 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (commutative property of addition); to add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (associative property of addition). (Child does not need to use the formal terms for these properties.)”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC115b | Question “Fluently adds and subtracts within 10.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC120b | Question “Fluently adds and subtracts within 10.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC115c | Question “Fluently adds and subtracts within 20 using a variety of mental strategies – for example, making 10 (for example, 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); using the relationship between addition and subtraction (for example, knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (for example, adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC120c | Question “Fluently adds and subtracts within 20 using a variety of mental strategies – for example, making 10 (for example, 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); using the relationship between addition and subtraction (for example, knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (for example, adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC115d | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Demonstrates an understanding of place value – for example, by explaining that fourteen is ten plus four, or using two stacks of ten and five single cubes to represent the number 25.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC120d | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. {CHILD}… Demonstrates an understanding of place value – for example, by explaining that fourteen is ten plus four, or using two stacks of ten and five single cubes to represent the number 25.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC115e | Question “Reads and writes numbers to 1000 using base-ten numerals, number names, and expanded form – for example, reads or writes “537” as “five hundred thirty seven,” writes “one hundred six” as “106,” and writes that 289 = 200 + 80 + 9.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC120e | Question “Reads and writes numbers to 1000 using base-ten numerals, number names, and expanded form – for example, reads or writes “537” as “five hundred thirty seven,” writes “one hundred six” as “106,” and writes that 289 = 200 + 80 + 9.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC115f | Question “Uses addition and subtraction (within 20) to solve problems involving unknown parts and unknown total – for example, 4 + __ = 9, 12 + 7 = __, 15 – __ = 4, and 10 – 3 = __."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC120f | Question “Uses addition and subtraction (within 20) to solve problems involving unknown parts and unknown total – for example, 4 + __ = 9, 12 + 7 = __, 15 – __ = 4, and 10 – 3 = __."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC115g | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. _x000D_ _x000D_ {CHILD}…_x000D_ _x000D_ Surveys, collects, and organizes data into simple graphs – for example, by making tally marks to represent the number of children who want to play jump rope at recess, or making a picture, bar, line, or circle graph to show the different kinds of fruit children bring to school and the quantity of each type.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC120g | Question “{(Continued) }Please rate {CHILD}’s current skills, knowledge, and behaviors in MATHEMATICAL THINKING. {CHILD}… Surveys, collects, and organizes data into simple graphs – for example, by making tally marks to represent the number of children who want to play jump rope at recess, or making a picture, bar, line, or circle graph to show the different kinds of fruit children bring to school and the quantity of each type.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC115h | Question “Makes reasonable estimates of quantities – for example, looking at a group of objects and deciding if it is more than 10, about 50, or less than 100."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC120h | Question “Makes reasonable estimates of quantities – for example, looking at a group of objects and deciding if it is more than 10, about 50, or less than 100."_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC115i | Question “Measures length to the nearest whole number using common measurement instruments – for example, a ruler, yardstick, meterstick, or tape measure.”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC120i | Question “Measures length to the nearest whole number using common measurement instruments – for example, a ruler, yardstick, meterstick, or tape measure.” ---- 1. Not yet 2. Beginning 3. In progress 4. Intermediate 5. Proficient 6. Not applicable or Skill not yet taught |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ARC | ARC115j | Question “Analyzes and compares squares, circles, triangles, and rectangles by distinguishing between defining attributes (for example, triangles are closed and three-sided) versus non-defining attributes (for example, color, orientation, overall size).”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ARC120j | Question “Analyzes and compares squares, circles, triangles, and rectangles by distinguishing between defining attributes (for example, triangles are closed and three-sided) versus non-defining attributes (for example, color, orientation, overall size).”_x000D_ ----_x000D_ 1. Not yet_x000D_ 2. Beginning_x000D_ 3. In progress_x000D_ 4. Intermediate_x000D_ 5. Proficient_x000D_ 6. Not applicable or Skill not yet taught_x000D_ |
Mathematical thinking skills and knowledge | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ELC | ELC005 | Question "For this set of questions, select how often {CHILD} exhibits the following early English language skills in school. Your best guess is fine._x000D_ _x000D_ Recalls and communicates personal experiences {he/she} has had to peers in a logical way.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ELC010 | Question "For this set of questions, select how often {CHILD} exhibits the following early English language skills in school. Your best guess is fine. Recalls and communicates personal experiences {he/she} has had to peers in a logical way.” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ELC | ELC010 | Question "Answers questions that are not just an explicit recall of facts but that require some higher-level thinking.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC | ELC015 | Question "Is a good listener in conversations with peers.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC | ELC020 | Question "Uses a varied vocabulary in spoken language.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ELC020 | Question "Uses a varied vocabulary in spoken language.” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ELC | ELC025 | Question "Responds to questions in a thoughtful way that makes sense.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC | ELC030 | Question “{(Continued) }Please select how often {CHILD} exhibits the following early English language skills in school. Your best guess is fine._x000D_ _x000D_ Uses grammatically correct sentences when speaking.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC | ELC035 | Question "Recalls and communicates the meaning of a story or other experiences/events which {he/she} has heard.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ELC030 | Question "Recalls and communicates the meaning of a story or other experiences/events which {he/she} has heard.” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ELC | ELC040 | Question "Uses correct endings on verbs and nouns when speaking – for example, says “dog plays” and “dogs play” or uses present tense (“she runs” or “she is running”) and past tense correctly for both regular and irregular verbs (“he walks” and “he walked”; “I run” and “I ran”).”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC | ELC045 | Question "Asks on-topic questions that are relevant to the discussion in the classroom.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC | ELC050 | Question "Uses complex sentences with two or more clauses of various types (for example, independent, dependent) in spoken language, rather than using only simple, short sentences with a subject and a verb.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC | ELC055 | Question “{(Continued) }Please select how often {CHILD} exhibits the following early English language skills in school. Your best guess is fine._x000D_ _x000D_ Is a good listener in conversations with adults.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC | ELC060 | Question "Instructs peers in tasks which need to be done in a certain order.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC | ELC065 | Question "Uses academic language learned in the classroom when speaking.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ELC040 | Question "Uses academic language learned in the classroom when speaking.” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ELC | ELC070 | Question "Uses language effectively to initiate appropriate interactions with other children.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ELC050 | Question "{(Continued) }Please select how often {CHILD} exhibits the following early English language skills in school. Your best guess is fine. Uses language effectively to initiate appropriate interactions with other children.” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | YES | "Continued" formatting was adjusted for readability. Because some items in the section were dropped to reduce respondent burden, the items in each grid were adjusted to more evenly distribute the text on each page. The "Continued" text was adjusted so that it was with the first item on each grid where needed. | ||
| ELC | ELC075 | Question "Tries repeatedly to communicate information which has not been understood.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ELC060 | Question "Tries repeatedly to communicate information which has not been understood.” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ELC | ELC080 | Question “{(Continued) }Please select how often {CHILD} exhibits the following early English language skills in school. Your best guess is fine._x000D_ _x000D_ Uses evidence from a text or word problem to support {his/her} answer.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC | ELC085 | Question "Uses morphemes to figure out the meanings of words – for example, knows that “–s” means “more than 1” as in “trucks”; “–er” means a “person who” as in “farmer” and “painter”; “un” means “not” as in “unlike” and “unfriendly”; or “re” means “again” as in “reread” and “replay.””_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC | ELC090 | Question "Uses long sentences with descriptive language and connecting words in a grammatically appropriate way when speaking.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC | ELC095 | Question "Asks questions about information which is unclear to {him/her}.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ELC070 | Question "Asks questions about information which is unclear to {him/her}.” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ELC | ELC100 | Question "Shows understanding of spoken instructions and daily conversations.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC | ELC105 | Question “{(Continued) }Please select how often {CHILD} exhibits the following early English language skills in school. Your best guess is fine._x000D_ _x000D_ Tries out new words (for example, heard in stories or from teacher) when speaking.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC | ELC110 | Question "Uses language effectively to initiate appropriate interactions with adults.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ELC080 | Question "Uses language effectively to initiate appropriate interactions with adults.” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ELC | ELC115 | Question "Relates and communicates personal experiences in a logical way or “in a way that makes sense.””_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ELC090 | Question “{(Continued) }Please select how often {CHILD} exhibits the following early English language skills in school. Your best guess is fine. Relates and communicates personal experiences in a logical way or “in a way that makes sense.”” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | YES | Because the number of early language items were reduce in Fall K, the items were grouped into grids differently to more evenly distribute items across grids. "Continued" text is used with the first item in the second and subsequent grids. Continued text was added here because this item is the first in a grid. | ||
| ELC | ELC120 | Question "Uses descriptive vocabulary such as adjectives and/or adverbs when speaking to provide detail.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ELC100 | Question "Uses descriptive vocabulary such as adjectives and/or adverbs when speaking to provide detail.” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ELC | ELC125 | Question "Rephrases questions or asks follow-up questions if {he/she} does not get the information {he/she} wanted.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ELC110 | Question "Rephrases questions or asks follow-up questions if {he/she} does not get the information {he/she} wanted.” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ELC | ELC130 | Question “{(Continued) }Please select how often {CHILD} exhibits the following early English language skills in school. Your best guess is fine._x000D_ _x000D_ Uses morphemes to decode new words – for example, decodes “jellyfish” by recognizing it is made up of two familiar words “jelly” and “fish” or decodes “preheat” as “pre” and “heat” and “fearless” as “fear” and “less.””_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC | ELC135 | Question "Maintains a conversation with others that has at least three conversational turns focused on a single topic.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ELC120 | Question "Maintains a conversation with others that has at least three conversational turns focused on a single topic.” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Very often |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| ELC | ELC140 | Question "Actively contributes within a classroom discussion.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC | ELC145 | Question "Finds meaningful units in words such as prefixes, suffixes, and base words.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. Dropped from fall kindergarten because of the overlap with ARC. Same decision for spring kindergarten. ARC was the prefered format (proficiency). |
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| ELC | ELC200 | Question “Next, please think about {CHILD}’s written language. Which of the following writing levels (ordered below from lowest to highest) best describes the highest level at which {CHILD} is currently performing (independently, without teacher help)?”_x000D__x000D_ _x000D_ InstResp “Select only one.”_x000D_ ----_x000D_ 1. Scribbling_x000D_ 2. Drawing a picture_x000D_ 3. Can copy {his/her} name_x000D_ 4. Can copy sentences from the board_x000D_ 5. Write {his/her} name without copying_x000D_ 6. Can write most letters when asked to write the letter_x000D_ 7. Write initial sounds for many words_x000D_ 8. Write simple 2-4 letter words with invented spelling_x000D_ 9. Write multi-syllabic words with invented spelling with most sounds represented_x000D_ 10. Compose and write a full sentence with invented spelling with most sounds represented_x000D_ 11. Compose and write 2 or more consecutive full sentences with invented spelling with most sounds represented_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ELC200 | Question “Next, please think about {CHILD}’s written language. Which of the following writing levels (ordered below from lowest to highest) best describes the highest level at which {CHILD} is currently performing (independently, without teacher help)?” InstResp “Select only one.” ---- 1. Scribbling 2. Drawing a picture 3. Can copy {his/her} name 4. Can copy sentences from the board 5. Write {his/her} name without copying 6. Can write most letters when asked to write the letter 7. Write initial sounds for many words 8. Write simple 2-4 letter words with invented spelling 9. Write multi-syllabic words with invented spelling with most sounds represented 10. Compose and write a complete sentence with invented spelling with most sounds represented 11. Compose and write 2 or more consecutive complete sentences with invented spelling with most sounds represented 12. Compose and write 5 or more consecutive complete sentences with invented spelling with most sounds represented 13. Compose and write a paragraph (5 complete sentences) about a topic with invented spelling with most sounds represented 14. Compose and write a paragraph (5 complete sentences) about a topic with proper spelling, grammar, and punctuation 15. Compose and write 2 paragraphs (5 complete sentences each) about a topic with proper spelling, grammar, and punctuation 16. Compose and write a story with a clear beginning, middle, and end with proper spelling, grammar, and punctuation 17. I have not had enough experience with this child to evaluate this skill. 18. I am not able to rate this item because the child does not write or has limited writing experience due to a disability. |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | The option "other (please specify)" was removed because it was no longer needed. Other specify was used in the field test to determine if other response options were needed. Additional response options were added in Fall K based on findings from the field test. Other specify was removed in Fall K, and Spring K was updated to match Fall K. |
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| ELC | ELC205 | Question “How much does {CHILD} enjoy writing?”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. A little bit_x000D_ 3. Somewhat_x000D_ 4. Quite a bit_x000D_ 5. Very much_x000D_ |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ELC210 | Question “How much does {CHILD} enjoy writing?” ---- 1. Not at all 2. A little bit 3. Somewhat 4. Quite a bit 5. Very much |
Child's functional use of language in the classroom | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SSC | SSC001 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SSC010 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SSC | SSC002 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SSC020 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SSC | SSC003 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SSC030 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SSC | SSC004 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SSC040 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SSC | SSC005 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SSC050 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SSC | SSC006 | Question “{(Continued) }Please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described. _x000D_ _x000D_ Keeps belongings organized.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SSC060 | Question "Keeps belongings organized.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Because some items in the section were dropped to reduce respondent burden, the items in each grid were adjusted to more evenly distribute the text on each page. The "Continued" text was adjusted so that it was with the first item on each grid where needed. | ||
| SSC | SSC007 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. | ||||||
| SSC | SSC008 | Question “Shows eagerness to learn new things.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SSC070 | Question “{(Continued) }Please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described. _x000D_ _x000D_ Shows eagerness to learn new things.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Because some items in the section were dropped to reduce respondent burden, the items in each grid were adjusted to more evenly distribute the text on each page. The "Continued" text was adjusted so that it was with the first item on each grid where needed. | ||
| SSC | SSC009 | Question “Works independently.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SSC080 | Question “Works independently.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SSC | SSC010 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SSC090 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SSC | SSC011 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SSC100 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SSC | SSC012 | Question “Easily adapts to changes in routines.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SSC110 | Question “Easily adapts to changes in routines.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SSC | SSC013 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SSC120 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SSC | SSC014 | Question “Persists in completing tasks.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SSC130 | Question “{(Continued) }Please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described. _x000D_ _x000D_ Persists in completing tasks.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Because some items in the section were dropped to reduce respondent burden, the items in each grid were adjusted to more evenly distribute the text on each page. The "Continued" text was adjusted so that it was with the first item on each grid where needed. | ||
| SSC | SSC015 | Question “{(Continued) }Please think about {CHILD}’s behavior during the past month or two. Decide how often {CHILD} demonstrates the behavior described. _x000D_ _x000D_ Pays attention well.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SSC140 | Question “Pays attention well.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Because some items in the section were dropped to reduce respondent burden, the items in each grid were adjusted to more evenly distribute the text on each page. The "Continued" text was adjusted so that it was with the first item on each grid where needed. | ||
| SSC | SSC016 | Question “Follows classroom rules.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SSC150 | Question “Follows classroom rules.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Sometimes_x000D_ 3. Often_x000D_ 4. Very often_x000D_ 5. No opportunity to observe_x000D_ |
Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SSC | SSC017 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. | ||||||
| SSC | SSC018 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. | ||||||
| SSC | SSC019 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. | ||||||
| SSC | SSC020 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SSC160 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SSC | SSC021 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SSC170 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SSC | SSC022 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SSC180 | Item wording is redacted due to copyright | Social skills and approaches to learning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| BRC | BRC001 | Question “Now we would like you to think about {CHILD}’s behavior with other children and adults in the classroom and {his/her} work with materials. Select the response that best indicates the frequency {CHILD} exhibits the behavior described._x000D_ _x000D_ Observes rules and follows directions without requiring repeated reminders.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. | ||||||
| BRC | BRC002 | Question “Completes learning tasks involving two or more steps (for example, cutting and pasting) in organized way.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. | ||||||
| BRC | BRC003 | Question “Completes tasks successfully.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. | ||||||
| BRC | BRC004 | Question “Attempts new challenging tasks.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. | ||||||
| BRC | BRC005 | Question “Concentrates when working on a task; is not easily distracted by surrounding activities.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. | ||||||
| BRC | BRC006 | Question “{(Continued) }Now we would like you to think about {CHILD}’s behavior with other children and adults in the classroom and {his/her} work with materials. Select the response that best indicates the frequency {CHILD} exhibits the behavior described._x000D_ _x000D_ Responds to instructions and then begins an appropriate task without being reminded.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. | ||||||
| BRC | BRC007 | Question “Takes time to do {his/her} best on a task.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. | ||||||
| BRC | BRC008 | Question “Finds and organizes materials and works in an appropriate place when activities are initiated.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. | ||||||
| BRC | BRC009 | Question “Sees own errors in a task and corrects them.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. | ||||||
| BRC | BRC010 | Question “Returns to unfinished tasks after interruption.”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Frequently/Usually_x000D_ 5. Always_x000D_ |
Classroom behavioral regulation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | Yes | Dropped to reduce respondent burden and to correspond to Fall K. | ||||||
| CBC | CBC001 | Question “For this set of items, please read each statement and decide whether it is a “true” or “untrue” description of {CHILD}’s reaction to a number of situations within the past six months. If you cannot answer one of the items because you have never seen {CHILD} in that situation, then select “not applicable.”_x000D_ _x000D_ When practicing an activity, has a hard time keeping {her/his} mind on it.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | CBC010 | Question “For this set of items, please read each statement and decide whether it is a “true” or “untrue” description of {CHILD}’s reaction to a number of situations within the past six months. If you cannot answer one of the items because you have never seen {CHILD} in that situation, then select “not applicable.”_x000D_ _x000D_ When practicing an activity, has a hard time keeping {her/his} mind on it.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| CBC | CBC002 | Question “Will move from one task to another without completing any of them.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | CBC020 | Question “Will move from one task to another without completing any of them.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| CBC | CBC003 | Question “When drawing or coloring in a book, shows strong concentration.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | CBC030 | Question “When drawing or coloring in a book, shows strong concentration.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| CBC | CBC004 | Question “When building or putting something together, becomes very involved in what {he/she} is doing, and works for long periods.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | CBC040 | Question “When building or putting something together, becomes very involved in what {he/she} is doing, and works for long periods.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| CBC | CBC005 | Question “{(Continued) }For this set of items, please read each statement and decide whether it is a “true” or “untrue” description of {CHILD}’s reaction to a number of situations within the past six months. If you cannot answer one of the items because you have never seen {CHILD} in that situation, then select “not applicable.”_x000D_ _x000D_ Is easily distracted when listening to a story.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | CBC050 | Question “{(Continued) }For this set of items, please read each statement and decide whether it is a “true” or “untrue” description of {CHILD}’s reaction to a number of situations within the past six months. If you cannot answer one of the items because you have never seen {CHILD} in that situation, then select “not applicable.”_x000D_ _x000D_ Is easily distracted when listening to a story.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| CBC | CBC006 | Question “Sometimes becomes absorbed in a picture book and looks at it for a long time.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | CBC060 | Question “Sometimes becomes absorbed in a picture book and looks at it for a long time.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Attention focusing | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| CBC | CBC007 | Question “Can wait before entering into new activities if {he/she} is asked to.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | CBC070 | Question “Can wait before entering into new activities if {he/she} is asked to.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| CBC | CBC008 | Question “Plans for new activities or changes in routine to make sure {he/she} has what will be needed.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | CBC080 | Question “Plans for new activities or changes in routine to make sure {he/she} has what will be needed.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| CBC | CBC009 | Question “{(Continued) }For this set of items, please read each statement and decide whether it is a “true” or “untrue” description of {CHILD}’s reaction to a number of situations within the past six months. If you cannot answer one of the items because you have never seen {CHILD} in that situation, then select “not applicable.”_x000D_ _x000D_ Has trouble sitting still when {he/she} is told to (story time, etc.).”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | CBC090 | Question “{(Continued) }For this set of items, please read each statement and decide whether it is a “true” or “untrue” description of {CHILD}’s reaction to a number of situations within the past six months. If you cannot answer one of the items because you have never seen {CHILD} in that situation, then select “not applicable.”_x000D_ _x000D_ Has trouble sitting still when {he/she} is told to (story time, etc.).”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| CBC | CBC010 | Question “Is good at following instructions.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | CBC100 | Question “Is good at following instructions.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| CBC | CBC011 | Question “Approaches places that {he/she} thinks might be "risky" slowly and cautiously.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | CBC110 | Question “Approaches places that {he/she} thinks might be "risky" slowly and cautiously.”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| CBC | CBC012 | Question “Can easily stop an activity when {he/she} is told "no."”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | CBC120 | Question “Can easily stop an activity when {he/she} is told "no."”_x000D_ ----_x000D_ 1. Extremely untrue_x000D_ 2. Quite untrue_x000D_ 3. Slightly untrue_x000D_ 4. Neither true nor untrue_x000D_ 5. Slightly true_x000D_ 6. Quite true_x000D_ 7. Extremely true_x000D_ 8. Not applicable_x000D_ |
Inhibitory control | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| STC | STC001 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 | Yes | Dropped to reduce respondent burden. | ||||||
| STC | STC002 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 | Yes | Dropped to reduce respondent burden. | ||||||
| STC | STC003 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 | Yes | Dropped to reduce respondent burden. | ||||||
| STC | STC004 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 | Yes | Dropped to reduce respondent burden. | ||||||
| STC | STC005 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 | Yes | Dropped to reduce respondent burden. | ||||||
| STC | STC006 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 | Yes | Dropped to reduce respondent burden. | ||||||
| STC | STC007 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 | Yes | Dropped to reduce respondent burden. | ||||||
| STC | STC008 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 | Yes | Dropped to reduce respondent burden. | ||||||
| STC | STC009 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 | Yes | Dropped to reduce respondent burden. | ||||||
| STC | STC010 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 | Yes | Dropped to reduce respondent burden. | ||||||
| STC | STC011 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 | Yes | Dropped to reduce respondent burden. | ||||||
| STC | STC012 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 | Yes | Dropped to reduce respondent burden. | ||||||
| STC | STC013 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 | Yes | Dropped to reduce respondent burden. | ||||||
| STC | STC014 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 | Yes | Dropped to reduce respondent burden. | ||||||
| STC | STC015 | Item wording is redacted due to copyright | Teacher-child relationship | T-RQ7 | Yes | Dropped to reduce respondent burden. | ||||||
| SLC | SLC001 | Question “Please indicate how often each of these items applies to {CHILD}. _x000D_ _x000D_ Likes to come to school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SLC010 | Question “Please indicate how often each of these items applies to {CHILD}. _x000D_ _x000D_ Likes to come to school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SLC | SLC002 | Question “Dislikes school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SLC020 | Question “Dislikes school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SLC | SLC003 | Question “Has fun at school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SLC030 | Question “Has fun at school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SLC | SLC004 | Question “Likes being in school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SLC040 | [Spring K wording when only 1 item is fielded: Question “Please indicate how often this applies to {CHILD}. Likes being in school.”] [Wording if all 7 items are fielded: Question “Likes being in school.”_x000D_] ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SLC | SLC005 | Question “{(Continued) }Please indicate how often each of these items applies to {CHILD}. _x000D_ _x000D_ Seems unhappy in school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SLC050 | Question “{(Continued) }Please indicate how often each of these items applies to {CHILD}. _x000D_ _x000D_ Seems unhappy in school.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SLC | SLC006 | Question “Enjoys most classroom activities.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SLC060 | Question “Enjoys most classroom activities.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SLC | SLC007 | Question “Groans or complains about suggested activities.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SLC070 | Question “Groans or complains about suggested activities.”_x000D_ ----_x000D_ 1. Doesn’t apply Seldom displays this behavior_x000D_ 2. Sometimes applies Occasionally displays this behavior_x000D_ 3. Certainly applies Often displays this behavior_x000D_ |
Child behaviors relevant to school liking and avoidance | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SPC | SPC001 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SPC010 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SPC | SPC002 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SPC020 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SPC | SPC003 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SPC030 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SPC | SPC004 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SPC040 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SPC | SPC005 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SPC050 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SPC | SPC006 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SPC060 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SPC | SPC007 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SPC070 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SPC | SPC008 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SPC080 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SPC | SPC009 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SPC090 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| SPC | SPC010 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | SPC100 | Item wording is redacted due to copyright | Strategic planning | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8 | ||||
| PRC | PRC001 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | PRC010 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | ||||
| PRC | PRC002 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | PRC020 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | ||||
| PRC | PRC003 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | PRC030 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | ||||
| PRC | PRC004 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | PRC040 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | ||||
| PRC | PRC005 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | PRC050 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | ||||
| PRC | PRC006 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | PRC060 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | ||||
| PRC | PRC007 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | PRC070 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | ||||
| PRC | PRC008 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | PRC080 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | ||||
| PRC | PRC009 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | PRC090 | Item wording is redacted due to copyright | Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | ||||
| PVC | PVC005a | Question “During this school year, how often have other students ..._x000D_ _x000D_ Teased, made fun of, or called {CHILD} names?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | PVC005a | Question “During this school year, how often have other students ..._x000D_ _x000D_ Teased, made fun of, or called {CHILD} names?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | ||||
| PVC | PVC005b | Question “Told lies or untrue stories about {CHILD}?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | PVC005b | Question “Told lies or untrue stories about {CHILD}?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | ||||
| PVC | PVC005c | Question “Pushed, shoved, slapped, hit, or kicked {CHILD}?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | PVC005c | Question “Pushed, shoved, slapped, hit, or kicked {CHILD}?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | ||||
| PVC | PVC005d | Question “Intentionally excluded or left {CHILD} out from playing with them?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | PVC005d | Question “Intentionally excluded or left {CHILD} out from playing with them?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | ||||
| PVC | PVC010a | Question “During this school year, how often has {CHILD} ..._x000D_ _x000D_ Teased, made fun of, or called other students names?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | PVC010a | Question “During this school year, how often has {CHILD} ..._x000D_ _x000D_ Teased, made fun of, or called other students names?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | ||||
| PVC | PVC010b | Question “Told lies or untrue stories about other students?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | PVC010b | Question “Told lies or untrue stories about other students?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | ||||
| PVC | PVC010c | Question “Pushed, shoved, slapped, hit, or kicked other students?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | PVC010c | Question “Pushed, shoved, slapped, hit, or kicked other students?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | ||||
| PVC | PVC010d | Question “Intentionally excluded or left other students out from playing with {him/her}?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | PVC010d | Question “Intentionally excluded or left other students out from playing with {him/her}?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Very often_x000D_ |
Peer relationships | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | ||||
| SIC | SIC001 This is below grade path only. |
Question “In which grade is {CHILD} enrolled?"_x000D_ _x000D_ InstResp “Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades. A transitional kindergarten (TK) program is an extra year of school before kindergarten starts. It is different from preschool, Head Start, and prekindergarten. Transitional first (or pre-first grade) is a school program between kindergarten and the first grade. It is for children who have attended kindergarten, but need more time to be ready for the first grade.” _x000D_ ----_x000D_ 1. Kindergarten (Full-day program)_x000D_ 2. Kindergarten (Part-day program)_x000D_ 3. First grade or higher_x000D_ 4. This is an ungraded classroom_x000D_ |
Current grade level | T-RQ1, T-RQ2 | SIC015 | NOTE: Below grade only. Question “In which grade is {CHILD} enrolled?" InstResp “Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades. A transitional kindergarten (TK) program is an extra year of school before kindergarten starts. It is different from preschool, Head Start, and prekindergarten. Transitional first (or pre-first) grade is a school program between kindergarten and the first grade. It is for children who have attended kindergarten, but need more time to be ready for the first grade.” ---- 1. Kindergarten (Full-day program) 2. Kindergarten (Part-day program) 3. First grade 4. Second grade 5. The child is ungraded/in an ungraded classroom. |
Current grade level | T-RQ1, T-RQ2 | YES | 1. Response categories were changed due to comparability concerns. The response category "first grade or higher" was separated into two categories: First grade and Second grade. This creates a separate category for "first grade" to match the category used in ECLS-K:2011 and allows for clear grade designations. In first grade of ECLS-K:2011, a similar question allows for response categories that were 2 grade levels higher than the expected grade. That was sufficient to cover the possibilities. 2. The option "This is an ungraded classroom" was changed so that wording was at the child-level rather than about the classroom. 3. "(or pre-first grade)" was changed to "(or pre-first) grade" in the second to last sentence in the instruction to respondent so that it would match the presentation in the first sentence of the instruction to respondent. |
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| SIC | This Below grade path only | Kindergarten transition | T-RQ1, T-RQ2 | SIC017 | NOTE: Below grade only. Question “Which best describes the type of kindergarten in which {CHILD} is enrolled? InstResp “Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades. A transitional kindergarten (TK) program is an extra year of school before kindergarten starts. It is different from preschool, Head Start, and prekindergarten. Transitional first (or pre-first) grade is a school program between kindergarten and the first grade. It is for children who have attended kindergarten, but need more time to be ready for the first grade.” ---- 1. Regular kindergarten 2. Transitional kindergarten 3. Transitional first (or pre-first) grade 4. Kindergarten equivalent but is ungraded or has multiple grades |
Kindergarten transition | T-RQ1, T-RQ2 | Yes | Added to further refine the type of kindergarten class the child is enrolled in. | |||
| SIC | SIC002 This is below grade path only. |
Question “Is the 2022-23 school year {CHILD}’s...?"_x000D_ _x000D_ InstResp “Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades. A transitional kindergarten (TK) program is an extra year of school before kindergarten starts. It is different from preschool, Head Start, and prekindergarten. Transitional first (or pre-first grade) is a school program between kindergarten and the first grade. It is for children who have attended kindergarten, but need more time to be ready for the first grade.” _x000D_ ----_x000D_ 1. First year in kindergarten_x000D_ 2. Second year in kindergarten_x000D_ 3. Third year or more in kindergarten_x000D_ |
Child's retention status | T-RQ1, T-RQ2 | SIC020 | NOTE: Below grade only. Question “Is the 2024-25 school year {CHILD}’s …?”_x000D_ InstResp “Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades. A transitional kindergarten (TK) program is an extra year of school before kindergarten starts. It is different from preschool, Head Start, and prekindergarten. Transitional first (or pre-first) grade is a school program between kindergarten and the first grade. It is for children who have attended kindergarten, but need more time to be ready for the first grade.” ----_x000D_ 1. First year in kindergarten_x000D_ 2. Second year in kindergarten_x000D_ 3. Third year or more in kindergarten_x000D_ |
Child's retention status | T-RQ1, T-RQ2 | Yes | 1. School year was updated to 2024-2025 to correspond to the planned school year. 2. "(or pre-first grade)" was changed to "(or pre-first) grade" in the second to last sentence in the instruction to respondent so that it would match the presentation in the first sentence of the instruction to respondent. |
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| SIC | SIC002a This (Row C) is 1st item in On Grade Path |
Question “In which grade is {CHILD} enrolled?"_x000D_ _x000D_ InstResp “Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades. A transitional kindergarten (TK) program is an extra year of school before kindergarten starts. It is different from preschool, Head Start, and prekindergarten. Transitional first (or pre-first grade) is a school program between kindergarten and the first grade. It is for children who have attended kindergarten, but need more time to be ready for the first grade.” _x000D_ ----_x000D_ 1. Kindergarten (Full-day program)_x000D_ 2. Kindergarten (Part-day program)_x000D_ 3. First grade_x000D_ 4. Second grade_x000D_ 5. Third grade or higher_x000D_ 6. This is an ungraded classroom_x000D_ |
Current grade level | T-RQ1, T-RQ2 | SIC022 | NOTE: On (or above) grade only. Question “In which grade is {CHILD} enrolled?" InstResp “Kindergarten includes regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades. A transitional kindergarten (TK) program is an extra year of school before kindergarten starts. It is different from preschool, Head Start, and prekindergarten. Transitional first (or pre-first) grade is a school program between kindergarten and the first grade. It is for children who have attended kindergarten, but need more time to be ready for the first grade.” ---- 1. Kindergarten (Full-day program) 2. Kindergarten (Part-day program) 3. First grade 4. Second grade 5. Third grade or higher 6. The child is ungraded/in an ungraded classroom. |
Current grade level | T-RQ1, T-RQ2 | Yes | 1. The option "This is an ungraded classroom" was changed so that wording was at the child-level rather than about the classroom. The same change was made in spring K so this changes aligns spring 1 with spring K. 2. "(or pre-first grade)" was changed to "(or pre-first) grade" in the second to last sentence in the instruction to respondent so that it would match the presentation in the first sentence of the instruction to respondent. |
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| SIC | SIC003 | Question “How long has {CHILD} been in your classroom this school year?"_x000D_ ----_x000D_ 1. Entire school year_x000D_ 2. More than one semester but less than the entire school year_x000D_ 3. More than one quarter but less than one semester_x000D_ 4. Less than one quarter of the school year_x000D_ |
Length of time child has been enrolled in the classroom | T-RQ4, T-RQ7 | SIC025 | Question “How long has {CHILD} been in your classroom this school year?"_x000D_ ----_x000D_ 1. Entire school year_x000D_ 2. More than one semester but less than the entire school year_x000D_ 3. More than one quarter but less than one semester_x000D_ 4. Less than one quarter of the school year_x000D_ |
Length of time child has been enrolled in the classroom | T-RQ4, T-RQ7 | ||||
| SIC | SIC004 | Question “How often does {CHILD} wear eye glasses or contact lenses in the classroom?” ---- 1. Never 2. Seldom 3. Usually 4. Always |
Testing accommodations and participation | T-RQ2 | SIC030 | Question “How often does {CHILD} wear eye glasses or contact lenses in the classroom?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Seldom_x000D_ 3. Usually_x000D_ 4. Always_x000D_ |
Testing accommodations and participation | T-RQ2 | ||||
| SIC | SIC027 | Question “How many instructional groups based on achievement or ability levels in reading do you currently have in {CHILD}’s class?”_x000D_ ----_x000D_ 1. I do not use instructional groups for reading_x000D_ 2. Two_x000D_ 3. Three_x000D_ 4. Four_x000D_ 5. Five or more_x000D_ |
Child's instructional group placement in reading and math | T-RQ1, T-RQ2, T-RQ3, T-RQ9 | SIC040 | Question “How many instructional groups based on achievement or ability levels in reading do you currently have in {CHILD}’s class?”_x000D_ ----_x000D_ 1. I do not use instructional groups for reading_x000D_. 2. Two_x000D_ 3. Three_x000D_ 4. Four_x000D_ 5. Five or more_x000D_ |
Child's instructional group placement in reading and math | T-RQ1, T-RQ2, T-RQ3, T-RQ9 | Yes | Item was reordered to correspond to Fall K order and for priority. | ||
| SIC | SIC028 | Question “In which reading instructional group is {CHILD} currently placed?”_x000D_ _x000D_ InstResp “Use “1” for the highest instructional group. Enter in the number of the child’s instructional group below.” |
Child's instructional group placement in reading and math | T-RQ1, T-RQ2, T-RQ3, T-RQ8, T-RQ9 | SIC050 | Question “In which reading instructional group is {CHILD} currently placed?”_x000D_ _x000D_ InstResp “Use “1” for the highest instructional group. Enter in the number of the child’s instructional group below.” |
Child's instructional group placement in reading and math | T-RQ1, T-RQ2, T-RQ3, T-RQ8, T-RQ9 | Yes | Item was reordered to correspond to Fall K order and for priority. | ||
| SIC | SIC029 | Question “How many instructional groups based on achievement or ability levels in mathematics do you currently have in {CHILD}'s class?”_x000D_ ----_x000D_ 1. I do not use instructional groups for mathematics_x000D_ 2. Two_x000D_ 3. Three_x000D_ 4. Four_x000D_ 5. Five or more_x000D_ |
Child's instructional group placement in reading and math | T-RQ1, T-RQ2, T-RQ3, T-RQ9 | SIC060 | Question “How many instructional groups based on achievement or ability levels in mathematics do you currently have in {CHILD}'s class?”_x000D_ ----_x000D_ 1. I do not use instructional groups for mathematics_x000D_. 2. Two_x000D_ 3. Three_x000D_ 4. Four_x000D_ 5. Five or more_x000D_ |
Child's instructional group placement in reading and math | T-RQ1, T-RQ2, T-RQ3, T-RQ9 | Yes | Item was reordered to correspond to Fall K order and for priority. | ||
| SIC | SIC030 | Question “In which mathematics instructional group is {CHILD} currently placed?”_x000D_ _x000D_ InstResp “Use “1” for the highest instructional group. Enter in the number of the child’s instructional group below.” |
Child's instructional group placement in reading and math | T-RQ1, T-RQ2, T-RQ3, T-RQ8, T-RQ9 | SIC070 | Question “In which mathematics instructional group is {CHILD} currently placed?”_x000D_ _x000D_ InstResp “Use “1” for the highest instructional group. Enter in the number of the child’s instructional group below.” |
Child's instructional group placement in reading and math | T-RQ1, T-RQ2, T-RQ3, T-RQ8, T-RQ9 | Yes | Item was reordered to correspond to Fall K order and for priority. | ||
| SIC | SIC035 | Question “Are you {CHILD}’s primary teacher in the following subject areas?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Reading/Language Arts_x000D_ 2. Mathematics_x000D_ 3. Science_x000D_ 4. Social Studies_x000D_ |
Teacher's subject-area teaching assignment for child | T-RQ1, T-RQ2, T-RQ3 | SIC080 | Question “Are you {CHILD}’s primary teacher in the following subject areas?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Reading/Language Arts_x000D_ 2. Mathematics_x000D_ 3. Science_x000D_ 4. Social Studies_x000D_ |
Teacher's subject-area teaching assignment for child | T-RQ1, T-RQ2, T-RQ3 | Yes | Item was reordered to correspond to Fall K order. | ||
| SIC | SIC005 | Question “Please indicate the total number of times {CHILD} has been absent from your class during the current school year?”_x000D_ ----_x000D_ 1. No absences_x000D_ 2. 1 to 4 absences_x000D_ 3. 5 to 7 absences_x000D_ 4. 8 to 10 absences_x000D_ 5. 11 to 19 absences_x000D_ 6. 20 or more absences_x000D_ |
Number of school absences | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, | SIC100 | Question “Please indicate the total number of times {CHILD} has been absent from your class during the current school year?”_x000D_ ----_x000D_ 1. No absences_x000D_ 2. 1 to 4 absences_x000D_ 3. 5 to 7 absences_x000D_ 4. 8 to 10 absences_x000D_ 5. 11 to 19 absences_x000D_ 6. 20 to 35 absences_x000D_ 7. 36 to 80 absences_x000D_ 8. 81 to 89 absences_x000D_ 9. 90 or more absences_x000D_ |
Number of school absences | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, | Yes | Item wording was changed to align with spring K. The response category "20 or more absenses" was broken in 4 different categories to improve discrimination. This change was made for spring K. Spring 1 needs to align to Spring K. | ||
| SIC | SIC006 | Question “Has {CHILD} ever fallen 2 or more weeks behind in school work this year?”_x000D_ _x000D_ InstResp “If the child has been enrolled in your class less than two weeks, please select ‘Not applicable.’"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable_x000D_ |
Child's academic difficulties | T-RQ3, T-RQ8, T-RQ9 | SIC110 | Question “Has {CHILD} ever fallen 2 or more weeks behind in school work this year?”_x000D_ _x000D_ InstResp “If the child has been enrolled in your class less than two weeks, please select ‘Not applicable.'”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable_x000D_ |
Child's academic difficulties | T-RQ3, T-RQ8, T-RQ9 | ||||
| SIC | SIC007 | Question “Why has {CHILD} fallen behind in school work?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. A health problem_x000D_ 2. A disciplinary problem_x000D_ 3. Lack of effort_x000D_ 4. Disorganized_x000D_ 5. Lacks prerequisite skills_x000D_ 6. Frequent absences_x000D_ 7. Emotional problems_x000D_ 8. Family problems_x000D_ 91. Some other reason {(Please specify):/(Please specify on next screen.)}_x000D_ |
Child's academic difficulties | T-RQ3, T-RQ8, T-RQ9 | SIC120 | Question “Why has {CHILD} fallen behind in school work?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. A health problem_x000D_ 2. A disciplinary problem_x000D_ 3. Lack of effort_x000D_ 4. Disorganized_x000D_ 5. Lacks prerequisite skills_x000D_ 6. Frequent absences_x000D_ 7. Emotional problems_x000D_ 8. Family problems_x000D_ 9. Homelessness_x000D_ 91. Some other reason {(Please specify):/(Please specify on next screen.)}_x000D_ |
Child's academic difficulties | T-RQ3, T-RQ8, T-RQ9 | Yes | Item wording was changed to align with spring K. A response category was added for "Homelessness". Based on researcher feedback, we created a separate category for homelessness because it may be more of a systemic issue and because it's otherwise unclear where it is reported (e.g., "family problems," "other reason"). The "Please specify" text for other specify items was changed throughout the survey to use separate language for web presentation and mobile presentation, given display limitations for mobile presentation. | ||
| SIC | SIC007OS | Other specify for child's academic difficulties | T-RQ3, T-RQ8, T-RQ9 | SIC120OS | Other specify for child's academic difficulties | T-RQ3, T-RQ8, T-RQ9 | ||||||
| SIC | SIC008 | Question “As of today’s date, how many times have you referred {CHILD} outside of the classroom for discipline as a result of misbehavior?” | Referral of child out of classroom for behavior | T-RQ1, T-RQ2, T-RQ4, T-RQ9 | SIC130 | Question “As of today’s date, how many times have you referred {CHILD} outside of the classroom for discipline as a result of misbehavior?” | Referral of child out of classroom for behavior | T-RQ1, T-RQ2, T-RQ4, T-RQ9 | ||||
| SIC | SIC010 | Question “During this school year, has {CHILD} received instruction in the following types of programs in your school?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Individual tutoring remedial program in reading/language arts_x000D_ 2. Individual tutoring remedial program in mathematics_x000D_ 3. Pull-out (that is, out of classroom) small group remedial program in reading/language arts_x000D_ 4. Pull-out (that is, out of classroom) small group remedial program in mathematics_x000D_ 5. Gifted and talented program in reading/language arts_x000D_ 6. Gifted and talented program in mathematics_x000D_ 7. None of the above_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 | SIC140 | Question “During this school year, has {CHILD} received instruction in the following types of programs in your school?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Individual tutoring remedial program in reading/language arts_x000D_ 2. Individual tutoring remedial program in mathematics_x000D_ 3. Pull-out (that is, out of classroom) small group remedial program in reading/language arts_x000D_ 4. Pull-out (that is, out of classroom) small group remedial program in mathematics_x000D_ 5. Gifted and talented program in reading/language arts_x000D_ 6. Gifted and talented program in mathematics_x000D_ 7. None of the above_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 | ||||
| SIC | SIC011a | Question “During this school year, has {CHILD} received instruction and/or related services in your school at any of the following times outside of the regular school day?_x000D_ _x000D_ Instruction or services before school”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not offered_x000D_ 4. Don’t know_x000D_ |
Receipt of special services | T-RQ3, T-RQ9 | SIC150a | Question “During this school year, has {CHILD} received instruction and/or related services in your school at any of the following times outside of the regular school day?_x000D_ _x000D_ Instruction or services before school”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not offered_x000D_ 4. Don’t know_x000D_ |
Receipt of special services | T-RQ3, T-RQ9 | ||||
| SIC | SIC011b | Question “Instruction or services after school”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not offered_x000D_ 4. Don’t know_x000D_ |
Receipt of special services | T-RQ3, T-RQ9 | SIC150b | Question “Instruction or services after school”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not offered_x000D_ 4. Don’t know_x000D_ |
Receipt of special services | T-RQ3, T-RQ9 | ||||
| SIC | SIC011c | Question ”Instruction or services on weekends”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not offered_x000D_ 4. Don’t know_x000D_ |
Receipt of special services | T-RQ3, T-RQ9 | SIC150c | Question “Instruction or services on weekends”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not offered_x000D_ 4. Don’t know_x000D_ |
Receipt of special services | T-RQ3, T-RQ9 | ||||
| Kindergarten transition | T-RQ3 | |||||||||||
| Kindergarten transition | T-RQ3 | |||||||||||
| Kindergarten transition | T-RQ3 | |||||||||||
| Kindergarten transition | T-RQ3 | Kindergarten transition | T-RQ3 | |||||||||
| Kindergarten transition | T-RQ3 | |||||||||||
| SIC | SIC012 | Question “Is English {CHILD}’s native language?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Don’t know_x000D_ |
Child's ELL status | T-RQ2, T-RQ3, T-RQ4, T-RQ8, T-RQ9 | SIC200 | Question “Is English {CHILD}’s native language?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Don’t know_x000D_ |
Child's ELL status | T-RQ2, T-RQ3, T-RQ4, T-RQ8, T-RQ9 | ||||
| SIC | SIC013 | Question “Does {CHILD} participate in an instructional program designed to teach English language skills to children with limited English proficiency?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receipt of special services | T-TQ1, T-RQ3, T-RQ9 | SIC210 | Question “Does {CHILD} participate in an instructional program designed to teach English language skills to children with limited English proficiency?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receipt of special services | T-TQ1, T-RQ3, T-RQ9 | ||||
| SIC | SIC014 | Question “Would you say the specialized language instruction {CHILD} receives is primarily a/an…?”_x000D_ ----_x000D_ 1. Program that focuses on developing students’ literacy in two languages_x000D_ 2. Program that focuses on developing students’ literacy solely in English_x000D_ 3. No specialized language program is provided to this child_x000D_ 91. Other program {(Please specify):/(Please specify on next screen.)}_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 | SIC220 | Question “Would you say the specialized language instruction {CHILD} receives is primarily a/an...?” ---- 1. Program that focuses on developing students' literacy in two languages 2. Program that focuses on developing students' literacy solely in English 3. No specialized language program is provided to this child. 91. Other program {(Please specify):/(Please specify on next screen.)} |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 | YES | The "Please specify" text for other specify items was changed throughout the survey to use separate language for web presentation and mobile presentation, given display limitations for mobile presentation. | ||
| SIC | SIC014OS | Other specify for receipt of special services | T-RQ1, T-RQ3, T-RQ9 | SIC220OS | Other specify for receipt of special services | T-RQ1, T-RQ3, T-RQ9 | ||||||
| SIC | SIC016a | Question “How often does {CHILD} usually receive specialized language instruction of the following program types?_x000D_ _x000D_ Program that focuses on developing students’ literacy in two languages”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week or more_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 | SIC230a | Question “How often does {CHILD} usually receive specialized language instruction of the following program types?_x000D_ _x000D_ Program that focuses on developing students’ literacy in two languages”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week or more_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 | ||||
| SIC | SIC016b | Question “Program that focuses on developing students’ literacy solely in English”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week or more_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 | SIC230b | Question “Program that focuses on developing students’ literacy solely in English”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week or more_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 | ||||
| SIC | SIC016c | Question “{Other program you specified: {SIC014OS}/Other program}”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week or more_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 | SIC230c | Question “{Other program you specified: {SIC220OS}/Other program}"_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than once a week_x000D_ 3. 1 day a week_x000D_ 4. 2 days a week_x000D_ 5. 3 days a week_x000D_ 6. 4 days a week_x000D_ 7. 5 days a week or more_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 | ||||
| SIC | SIC017a | Question “On the days when {CHILD} receives specialized language instruction, for how much time does {he/she} receive instruction of the following program types?_x000D_ _x000D_ Program that focuses on developing students’ literacy in two languages”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 | SIC240a | Question “On the days when {CHILD} receives specialized language instruction, for how much time does {he/she} receive instruction of the following program types?_x000D_ _x000D_ Program that focuses on developing students’ literacy in two languages”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 | ||||
| SIC | SIC017b | Question “Program that focuses on developing students’ literacy solely in English”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 | SIC240b | Question “Program that focuses on developing students’ literacy solely in English”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 | ||||
| SIC | SIC017c | Question “{Other program you specified: {SIC014OS}/Other program}”_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 | SIC240c | Question “{Other program you specified: {SIC220OS}/Other program}"_x000D_ ----_x000D_ 1. Not applicable/Never_x000D_ 2. Less than ½ hour_x000D_ 3. ½ hour to less than 1 hour_x000D_ 4. 1 to less than 1 ½ hours_x000D_ 5. 1 ½ to less than 2 hours_x000D_ 6. 2 to less than 2 ½ hours_x000D_ 7. 2 ½ to less than 3 hours_x000D_ 8. 3 hours or more_x000D_ |
Receipt of special services | T-RQ1, T-RQ3, T-RQ9 | ||||
| SIC | SIC018 | Question “During this school year, how often is {CHILD}’s academic instruction provided in {his/her} native language?”_x000D_ ----_x000D_ 1. None of the time_x000D_ 2. Less than half of the time_x000D_ 3. Half of the time_x000D_ 4. More than half of the time_x000D_ 5. Almost all the time_x000D_ |
Receipt of special services | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ8, T-RQ9 | SIC250 | Question “During this school year, how often is {CHILD}’s academic instruction provided in {his/her} native language?”_x000D_ ----_x000D_ 1. None of the time_x000D_ 2. Less than half of the time_x000D_ 3. Half of the time_x000D_ 4. More than half of the time_x000D_ 5. Almost all the time_x000D_ |
Receipt of special services | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ8, T-RQ9 | ||||
| SIC | SIC019 | Question "Does {CHILD} have an IEP/IFSP?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child's IEP/IFSP status | T-RQ2, T-RQ3, T-RQ4, T-RQ8, T-RQ9 | SIC260 | Question “Does {CHILD} have an IEP/IFSP?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child's IEP/IFSP status | T-RQ2, T-RQ3, T-RQ4, T-RQ8, T-RQ9 | Yes | Typos in the help text were corrected. "Individual Family Service Place" was changed to "Individualized Family Service Plan". | ||
| SIC | SIC020 | Question "Does {CHILD} have a 504 plan?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child's Section 504 plan status | T-RQ2, T-RQ3, T-RQ4, T-RQ8, T-RQ9 | SIC270 | Question “Does {CHILD} have a 504 plan?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child's Section 504 plan status | T-RQ2, T-RQ3, T-RQ4, T-RQ8, T-RQ9 | ||||
| SIC | SIC021 | Question “Does {CHILD} receive instruction in any of the following types of programs in your school?” _x000D_ _x000D_ InstResp "Select all that apply."_x000D_ ----_x000D_ 1. Speech-language therapy for children with speech or language disorders/impairments_x000D_ 2. Special education services, not including speech therapy, whether provided in the classroom or in a pull-out setting_x000D_ 3. None of the above_x000D_ |
Receipt of special services | T-RQ1, T-RQ2, T-RQ3, T-RQ9 | SIC280 | Question “Does {CHILD} receive instruction in any of the following types of programs in your school?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Speech-language therapy for children with speech or language disorders/impairments_x000D_ 2. Special education services, not including speech therapy, whether provided in the classroom or in a pull-out setting_x000D_ 3. None of the above_x000D_ |
Receipt of special services | T-RQ1, T-RQ2, T-RQ3, T-RQ9 | ||||
| SIC | SIC022 | Question “During this school year, has {CHILD} received the following support services from your school (for example, from a school psychologist, guidance counselor, or other personnel responsible for providing other related services, including itinerant personnel)?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Social work services_x000D_ 2. Mental health services (for example, personal/group counseling, therapy, or psychiatric care)_x000D_ 3. Behavior management program_x000D_ 4. Service coordination/case management services_x000D_ 5. Training/counseling for their family and/or caregivers_x000D_ 6. None of the above_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}_x000D_ |
Receipt of special services | T-RQ1, T-RQ2, T-RQ3, T-RQ9 | SIC290 | Question “During this school year, has {CHILD} received the following support services from your school (for example, from a school psychologist, guidance counselor, or other personnel responsible for providing other related services, including itinerant personnel)?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Social work services_x000D_ 2. Mental health services (for example, personal/group counseling, therapy, or psychiatric care)_x000D_ 3. Behavior management program_x000D_ 4. Service coordination/case management services_x000D_ 5. Training/counseling for their family and/or caregivers_x000D_ 6. None of the above_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}_x000D_ |
Receipt of special services | T-RQ1, T-RQ2, T-RQ3, T-RQ9 | YES | The "Please specify" text for other specify items was changed throughout the survey to use separate language for web presentation and mobile presentation, given display limitations for mobile presentation. | ||
| SIC | SIC022OS | Other specify for receipt of special services | T-RQ1, T-RQ3, T-RQ9 | SIC290OS | Other specify for receipt of special services | T-RQ1, T-RQ3, T-RQ9 | ||||||
| SIC | SIC023 | Question “Does {CHILD} receive special accommodations (for example, for a disability or limited English proficiency) to participate in the school’s testing or assessment program?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Don't know_x000D_ 4. Child does not participate in the school’s testing or assessment program_x000D_ 5. There is no testing or assessment program at this grade level_x000D_ |
Testing accommodations and participation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ9 | SIC300 | Question “Does {CHILD} receive special accommodations (for example, for a disability or limited English proficiency) to participate in the school’s testing or assessment program?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Don’t know_x000D_ 4. Child does not participate in the school’s testing or assessment program._x000D_ 5. There is no testing or assessment program at this grade level._x000D_ |
Testing accommodations and participation | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ9 | ||||
| SIC | SIC024 | Question “During structured play time, how does {CHILD} compare with other children in the class in terms of physical activity?”_x000D_ ----_x000D_ 1. A lot less active than most_x000D_ 2. A little less active than most_x000D_ 3. About the same as most_x000D_ 4. A little more active than most_x000D_ 5. A lot more active than most_x000D_ |
Child's activity level (e.g., during structured and unstructured play) | T-RQ2, T-RQ3, T-RQ8, T-RQ9 | SIC310a | Question “During structured play time, how does {CHILD} compare with other children in the class in terms of physical activity?”_x000D_ ----_x000D_ 1. A lot less active than most_x000D_ 2. A little less active than most_x000D_ 3. About the same as most_x000D_ 4. A little more active than most_x000D_ 5. A lot more active than most_x000D_ |
Child's activity level (e.g., during structured and unstructured play) | T-RQ2, T-RQ3, T-RQ8, T-RQ9 | ||||
| SIC | SIC025 | Question “During unstructured play time, how does {CHILD} compare with other children in the class in terms of physical activity?”_x000D_ ----_x000D_ 1. A lot less active than most_x000D_ 2. A little less active than most_x000D_ 3. About the same as most_x000D_ 4. A little more active than most_x000D_ 5. A lot more active than most_x000D_ |
Child's activity level (e.g., during structured and unstructured play) | T-RQ2, T-RQ3, T-RQ8, T-RQ9 | SIC310b | Question “During unstructured play time, how does {CHILD} compare with other children in the class in terms of physical activity?”_x000D_ ----_x000D_ 1. A lot less active than most_x000D_ 2. A little less active than most_x000D_ 3. About the same as most_x000D_ 4. A little more active than most_x000D_ 5. A lot more active than most_x000D_ |
Child's activity level (e.g., during structured and unstructured play) | T-RQ2, T-RQ3, T-RQ8, T-RQ9 | ||||
| SIC | SIC026a | Question “Overall, how would you rate {CHILD}’s academic skills in each of the following areas, based on curriculum standards for {his/her} current grade level?_x000D_ _x000D_ Reading”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | SIC320a | Question “Overall, how would you rate {CHILD}’s academic skills in each of the following areas, based on curriculum standards for {his/her} current grade level?_x000D_ _x000D_ Reading”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | ||||
| SIC | SIC026b | Question “Writing”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | SIC320b | Question “Writing”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | ||||
| SIC | SIC026c | Question “Oral language”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | SIC320c | Question “Oral language”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | ||||
| SIC | SIC026d | Question “Math”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | SIC320d | Question “Math”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | ||||
| SIC | SIC026e | Question “Science”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | SIC320e | Question “Science”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | ||||
| SIC | SIC026f | Question “Social studies”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | SIC320f | Question “Social studies”_x000D_ ----_x000D_ 1. Below grade level_x000D_ 2. About on grade level_x000D_ 3. Above grade level_x000D_ |
Overall rating of academic skills in reading, writing, oral language, math, science, and social studies | T-RQ1, T-RQ2, T-RQ3, T-RQ4, T-RQ7, T-RQ8, T-RQ9 | ||||
| SIC | SIC031a | Question “During this school year, have {CHILD}’s parents/guardians participated in the following activities? _x000D_ _x000D_ Attended regularly-scheduled conferences at your school”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable/Not offered_x000D_ |
Parents' involvement in children's schools and education | T-RQ6, T-RQ9 | SIC330a | Question “During this school year, have {CHILD}’s parents/guardians attended regularly-scheduled conferences at your school?” ---- 1. Yes 2. No 3. Not applicable/Not offered |
Parents' involvement in children's schools and education | T-RQ6, T-RQ9 | Yes | Item wording was adjusted from grid presentation to single item presentation. | ||
| SIC | SIC031b | Question “Attended parent/teacher informal meetings that you initiated to talk about {CHILD}'s progress”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable/Not offered_x000D_ |
Parents' involvement in children's schools and education | T-RQ6, T-RQ9 | Yes | This item was dropped for spring 1 to reduce respondent burden. | ||||||
| SIC | SIC031c | Question “Returned your telephone calls or emails”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable/Not offered_x000D_ |
Parents' involvement in children's schools and education | T-RQ6, T-RQ9 | Yes | This item was dropped for spring 1 to reduce respondent burden. | ||||||
| SIC | SIC031d | Question “Initiated contact with you”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable/Not offered_x000D_ |
Parents' involvement in children's schools and education | T-RQ6, T-RQ9 | Yes | This item was dropped for spring 1 to reduce respondent burden. | ||||||
| SIC | SIC031e | Question “Volunteered to help you in your classroom or school”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable/Not offered_x000D_ |
Parents' involvement in children's schools and education | T-RQ6, T-RQ9 | Yes | This item was dropped for spring 1 to reduce respondent burden. | ||||||
| SIC | SIC032 | Question “How involved at the school would you say {CHILD}’s parents/guardians are?”_x000D_ ----_x000D_ 1. Not involved at all_x000D_ 2. Somewhat involved_x000D_ 3. Very involved_x000D_ 4. Overly involved_x000D_ 5. Don’t know_x000D_ |
Parents' involvement in children's schools and education | T-RQ6, T-RQ9 | Yes | This item was dropped for spring 1 to reduce respondent burden. | ||||||
| SIC | SIC034 | Question “During this school year, besides regular teacher conferences, have you communicated with {CHILD}’s parents/guardians for any of the following purposes?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Behavior problems the child was having in school_x000D_ 2. Any problems the child was having with school work_x000D_ 3. Anything the child was doing particularly well in or better in at school_x000D_ 4. None of the above_x000D_ |
Parent-teacher communication | T-RQ6, T-RQ9 | SIC350 | Question “During this school year, besides regular teacher conferences, have you communicated with {CHILD}’s parents/guardians for any of the following purposes?” InstResp “Select all that apply.” ---- 1. Behavior problems the child was having in school 2. Any problems the child was having with school work 3. Anything the child was doing particularly well in or better in at school 4. None of the above |
Parent-teacher communication | T-RQ6, T-RQ9 | ||||
| SIC | SIC360 | NEW SIC360. "Question “How responsive were {CHILD}’s parents/guardians when you communicated with them about the child’s behavior or school work?” 1. Not responsive at all 2. Somewhat responsive 3. Very responsive |
Parent-teacher communication | T-RQ6, T-RQ9 | Yes | A new question on parent-teacher communication was added to replace the items that were dropped to reduced respondent burden. | ||||||
| SIC | SIC036 | Question “Thank you for answering the questions about {CHILD} and for taking the time to participate in the Early Childhood Longitudinal Study. Please select “Finish” to complete your survey for {CHILD} and return to the MyECLS website. You can then check to see if there are any more children for whom a survey needs to be completed._x000D_ _x000D_ NOTE: This survey contains copyrighted material that was adapted and used with permission. Do not use or reproduce without permission._x000D_ • Social Skills Rating System (SSRS). Copyright © 1990, NCS Pearson. Adapted with permission. All rights reserved; Social Skills Improvement System (SSIS). Copyright © 2008, NCS Pearson. Adapted with permission. All rights reserved._x000D_ • School Liking and Avoidance Questionnaire. Adapted from Ladd and Price, 1987 and Ladd, 1990. Used with permission._x000D_ • Learning-to-Learn Scales © 2019 by Edumetric and Clinical Science. All rights reserved. Adapted and used with permission. McDermott, P. A. (2018). Learning-To-Learn Scales. Philadelphia: University of Pennsylvania and Edumetric and Clinical Science._x000D_ • Child Behavior Scale © 2010 Gary W. Ladd. Adapted and used with permission." |
Thank you to respondent | NA | SIC600 | Question “Thank you for answering the questions about {CHILD} and for taking the time to participate in the Early Childhood Longitudinal Study. Please select “Finish” to complete your survey for {CHILD} and return to the MyECLS website. You can then check to see if there are any more children for whom a survey needs to be completed._x000D_ _x000D_ NOTE: This survey contains copyrighted material that was adapted and used with permission. Do not use or reproduce without permission._x000D_ • Social Skills Rating System (SSRS). Copyright © 1990, NCS Pearson. Adapted with permission. All rights reserved; Social Skills Improvement System (SSIS). Copyright © 2008, NCS Pearson. Adapted with permission. All rights reserved. • Putnam, S. P., & Rothbart, M. K. (2006). Development of Short and Very Short forms of the Children's Behavior Questionnaire. Journal of Personality Assessment, 87(1): 103-113; Rothbart, M. K., Ahadi, S. A., Hershey, K., & Fisher, P. (2001). Investigations of temperament at three to seven years: The Children's Behavior Questionnaire. Child Development, 72(5): 1394-1408. Adapted and used with permission. • School Liking and Avoidance Questionnaire. Adapted from Ladd and Price, 1987 and Ladd, 1990. Used with permission. • Learning-to-Learn Scales © 2019 by Edumetric and Clinical Science. All rights reserved. Adapted and used with permission. McDermott, P. A. (2018). Learning-To-Learn Scales. Philadelphia: University of Pennsylvania and Edumetric and Clinical Science. • Child Behavior Scale © 2010 Gary W. Ladd. Adapted and used with permission. |
Thank you to respondent | NA | Yes | This was updated to reflect what copyrighted items were chosen for the spring 1 survey. |
| Section | FT Item # | FT Item Wording | FT Construct | FT Research Question | S1 National Item # | S1 National Item Wording | S1 National Construct | S1 National Research Question | Added | Dropped | Changed | Rationale for additions, drops, or changes |
| SPA | 0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ • Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ • Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ • If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ • To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ • Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ • You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA | IND000 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ • Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ • Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ • If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ • To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ • Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ • You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA | ||||
| SPA | 1 | Question “The first several questions pertain to your roles and responsibilities. Which of the following best describes your current position in this school?”_x000D_ ----_x000D_ 1. Special education teacher_x000D_ 2. Special education teacher consultant_x000D_ 3. General education teacher_x000D_ 4. Special education classroom aide_x000D_ 5. Speech-language pathologist_x000D_ 6. Physical therapist_x000D_ 7. Physical therapy assistant or aide_x000D_ 8. Occupational therapist_x000D_ 9. Occupational therapy assistant or aide_x000D_ 10. School psychologist_x000D_ 11. School counselor_x000D_ 12. School social worker_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}_x000D_ |
Teacher or service provider's position or assignment | SE-RQ1 | TCD010 | Question “The first several questions pertain to your roles and responsibilities. Which of the following best describes your current position in this school?” ---- 1. Special education teacher 2. Special education teacher consultant 3. General education teacher 4. Special education classroom aide 5. Speech-language pathologist 6. Physical therapist 7. Physical therapy assistant or aide 8. Occupational therapist 9. Occupational therapy assistant or aide 10. School psychologist 11. School counselor 12. School social worker 91. Other {(Please specify):/(Please specify on next screen.)} |
Teacher or service provider's position or assignment | SE-RQ1 | ||||
| SPA | 1OS | Other specify text for teacher or service provider's position or assignment | SE-RQ1 | TCD010 OS | Other specify text for teacher or service provider's position or assignment | SE-RQ1 | ||||||
| SPA | 2 | Question “How do you classify your main assignment at this school, that is, the activity at which you spend most of your time during this school year?”_x000D_ ----_x000D_ 1. Regular full-time teacher or service provider_x000D_ 2. Regular part-time teacher or service provider_x000D_ 3. Itinerant teacher or service provider (i.e., your assignment requires you to provide instruction or related services at more than one school)_x000D_ 4. Long-term substitute (i.e., your assignment requires that you fill the role of a teacher on a long-term basis, but you are still considered a substitute)_x000D_ 5. Teacher aide_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}_x000D_ |
Teacher or service provider's position or assignment | SE-RQ1 | TCD020 | Question “How do you classify your main assignment at this school, that is, the activity at which you spend most of your time during this school year?”_x000D_ ----_x000D_ 1. Regular full-time teacher or service provider_x000D_ 2. Regular part-time teacher or service provider_x000D_ 3. Itinerant teacher or service provider (i.e., your assignment requires you to provide instruction or related services at more than one school)_x000D_ 4. Long-term substitute (i.e., your assignment requires that you fill the role of a teacher on a long-term basis, but you are still considered a substitute)_x000D_ 5. Teacher aide_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}_x000D_ |
Teacher or service provider's position or assignment | SE-RQ1 | ||||
| SPA | 2OS | Other specify text for teacher or service provider's position or assignment | SE-RQ1 | TCD020os | Other specify text for teacher or service provider's position or assignment | SE-RQ1 | ||||||
| SPA | 3a | Question “In what grade levels are the students you {teach/serve}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Pre-kindergarten_x000D_ 2. Transitional kindergarten_x000D_ 3. Kindergarten_x000D_ 4. Transitional first grade_x000D_ 5. First grade_x000D_ 6. Second grade_x000D_ 7. Third grade_x000D_ 8. Fourth grade_x000D_ 9. Fifth grade or higher_x000D_ |
Teachers' position or assignment | SE-RQ1 | TCD025 | Question “In what grade levels are the students you {teach/serve}?” InstResp “Select all that apply.” ---- 1. Pre-kindergarten 2. Transitional kindergarten 3. Kindergarten 4. Transitional first grade 5. First grade 6. Second grade 7. Third grade 8. Fourth grade 9. Fifth grade or higher |
Teacher or service provider's position or assignment | SE-RQ1 | ||||
| SPA | 3b | Question “As of today's date, how many children with and without IEPs do you {teach/serve}?_x000D_ _x000D_ With IEPs”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | TCD030a | Question “As of today's date, how many children with and without IEPs do you {teach/serve}?_x000D_ _x000D_ With IEPs”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | ||||
| SPA | 3c | Question “Without IEPs”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | TCD030b | Question “Without IEPs”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | ||||
| SPA | 4a | Question “As of today's date, how many children with IEPs that you {teach/serve} are the following ages?_x000D_ _x000D_ 3 years old”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | TCD040a | Question “As of today's date, how many children with IEPs that you {teach/serve} are the following ages?_x000D_ _x000D_ 3 years old”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | ||||
| SPA | 4b | Question “4 years old”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | TCD040b | Question “4 years old”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | ||||
| SPA | 4c | Question “5 years old”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | TCD040c | Question “5 years old”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | ||||
| SPA | 4d | Question “6 years old”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | TCD040d | Question “6 years old”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | ||||
| SPA | 4e | Question “7 years old”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | TCD040e | Question “7 years old”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | ||||
| SPA | 4f | Question “8 years old”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | TCD040f | Question “8 years old”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | ||||
| SPA | 4g | Question “9 years old or older”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | TCD040g | Question “9 years old or older”_x000D_ _x000D_ InstResp "Your best guess is fine."_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | ||||
| SPA | 4h | Question “You entered that you {teach/serve} a total of {NUMBER} children with IEPs. Is this correct?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher or service provider's caseload | SE-RQ1 | TCD040h | Question “Based on your responses across age categories, the total number of children with IEPs that you {teach/serve} is {NUMBER}. Is this correct?” ---- 1. Yes 2. No |
Teacher or service provider's caseload | SE-RQ1 | Yes | Revised the item wording to more clearly link to the related items. | ||
| SPA | 5a | Question “How many of the children with IEPs that you {teach/serve} belong to each of the following racial/ethnic groups?_x000D_ _x000D_ Hispanic or Latino/Latina of any race”_x000D_ _x000D_ InstResp “Please count each child only once. Hispanic children should only be counted in the Hispanic or Latino/Latina category regardless of race.”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | TCD050a | Question “How many of the children with IEPs that you {teach/serve} belong to each of the following racial/ethnic groups?_x000D_ _x000D_ Hispanic or Latino/Latina of any race”_x000D_ _x000D_ InstResp “Please count each child only once. Hispanic children should only be counted in the Hispanic or Latino/Latina category regardless of race.”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | ||||
| SPA | 5b | Question “American Indian or Alaska Native, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | TCD050b | Question “American Indian or Alaska Native, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | ||||
| SPA | 5c | Question “Asian, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | TCD050c | Question “Asian, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | ||||
| SPA | 5d | Question “Black or African American, non-Hispanic”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | TCD050d | Question “Black or African American, non-Hispanic”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | ||||
| SPA | 5e | Question “Native Hawaiian or Other Pacific Islander, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | TCD050e | Question “Native Hawaiian or Other Pacific Islander, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | ||||
| SPA | 5f | Question “White, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | TCD050f | Question “White, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | ||||
| SPA | 5g | Question “Two or more races, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | TCD050g | Question “Two or more races, non-Hispanic” _x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | ||||
| TCD050h | Question “Based on your responses across race/ethnicity categories, the total number of children with IEPs that you {teach/serve} is {NUMBER}. Is this correct?” ---- 1. Yes 2. No |
Teacher or service provider's caseload | SE-RQ1 | Yes | New item to provide an additional data validation check related to student race and/or ethnicity. | |||||||
| SPA | 6a | Question “As of today's date, how many boys and girls with IEPs do you {teach/serve}? _x000D_ _x000D_ Number of boys”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | TCD060a | Question “As of today's date, how many boys and girls with IEPs do you {teach/serve}? _x000D_ _x000D_ Number of boys”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | ||||
| SPA | 6b | Question “Number of girls”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | TCD060b | Question “Number of girls”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | ||||
| SPA | 6c | Question "Number of another gender"_x000D_ _x000D_ Pre-unit "Number:"_x000D_ _x000D_ Watermark "Enter number" |
Teacher or service provider's caseload | SE-RQ1 | TCD060c | Question "Number of another gender"_x000D_ _x000D_ Pre-unit "Number:"_x000D_ _x000D_ Watermark "Enter number" |
Teacher or service provider's caseload | SE-RQ1 | ||||
| SPA | 6d | Question "Number of unknown gender"_x000D_ _x000D_ Pre-unit "Number:"_x000D_ _x000D_ Watermark "Enter number" |
Teacher or service provider's caseload | SE-RQ1 | TCD060d | Question "Number of unknown gender"_x000D_ _x000D_ Pre-unit "Number:"_x000D_ _x000D_ Watermark "Enter number" |
Teacher or service provider's caseload | SE-RQ1 | ||||
| TCD060e | Question “Based on your responses across gender categories, the total number of children with IEPs that you {teach/serve} is {NUMBER}. Is this correct?” ---- 1. Yes 2. No |
Teacher or service provider's caseload | SE-RQ1 | Yes | New item to provide an additional data validation check related to student gender. | |||||||
| SPA | 7 | Question “How many of the students with IEPs that you {teach/serve} are English language learners (ELLs)?”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | TCD070 | Question “How many of the students with IEPs that you {teach/serve} are English language learners (ELLs)?”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher or service provider's caseload | SE-RQ1 | ||||
| SPA | 8 | Question “During the school year, how many children with IEPs have you worked with or provided services for, on average, each week?”_x000D_ _x000D_ InstResp “Include children you work with directly, as well as children for whom you consult with other general education teachers and/or special education teachers or service providers.”_x000D_ ----_x000D_ 1. None_x000D_ 2. 1-10_x000D_ 3. 11-20_x000D_ 4. 21-40_x000D_ 5. More than 40_x000D_ |
Teacher or service provider's caseload | SE-RQ1 | TCD080 | Question “During the school year, how many children with IEPs have you worked with or provided services for, on average, each week?” InstResp “Include children you work with directly, as well as children for whom you consult with other general education teachers and/or special education teachers or service providers.” ---- 1. None 2. 1 - 2 3. 3 - 5 4. 6 - 10 5. 11 - 20 6. 21 - 40 7. More than 40 |
Teacher or service provider's caseload | SE-RQ1 | Yes | Revised response options to capture more precise data. Item aligned with National Kindergarten survey. | ||
| SPA | 9 | Question “During this school year, where have you worked with children with IEPs?” InstResp “Include only children who attend this school. Select all that apply.” ---- 1. In a general education classroom 2. In a special education classroom 3. In a non-classroom space (for example, office, therapy room, small work space, mobile van, etc.) 4. In a location outside the school setting (for example, a private clinic or a child’s home, including virtual or video-based instruction) 91. Other {(Please specify):/(Please specify on next screen.)} |
Location of services and inclusion | SE-RQ3 and SE-RQ5 | TCD090 | Question “During this school year, where have you worked with children with IEPs?” InstResp “Include only children who attend this school. Select all that apply.” ---- 1. In a general education classroom 2. In a special education classroom 3. In a non-classroom space at the school (for example, resource room, office, therapy room, small work space, mobile van) 4. In a location outside the school setting (for example, a private clinic or a child’s home, including virtual or video-based instruction) 5. None of the above |
Location of services and inclusion | SE-RQ1 and SE-RQ5 | Yes | Added relevant examples into response options for added clarity and replaced Other Specify option with None of the Above option. Item aligned with National Kindergarten survey. | ||
| SPA | 9OS | Other specify text for location of services and inclusion | SE-RQ3 and SE-RQ5 | Yes | Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey. | |||||||
| SPA | 10 | Question “For how many students with IEPs do you serve as case manager?” ---- 1. None 2. 1-10 3. 11-20 4. 21-40 5. More than 40 |
Teacher or service provider's caseload | SE-RQ1 | TCD100 | Question “For how many students with IEPs do you serve as case manager?” ---- 1. None 2. 1 - 2 3. 3 - 5 4. 6 - 10 5. 11 - 20 6. 21 - 40 7. More than 40 |
Teacher or service provider's caseload | SE-RQ1 | Yes | Revised response options to capture more precise data. Item aligned with National Kindergarten survey. | ||
| SPA | 11 | Question “Please indicate the extent to which you agree or disagree with the following statement. _x000D_ _x000D_ I am satisfied with my class size or caseload (that is, the total number of students you {teach/serve}).”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Teacher or service provider's caseload | SE-RQ1 | TCD110 | Question “Please indicate the extent to which you agree or disagree with the following statement. _x000D_ _x000D_ I am satisfied with my class size or caseload (that is, the total number of students you {teach/serve}).”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Teacher or service provider's caseload | SE-RQ1 and RQ6 | ||||
| SPA | 12 | Question “The next few questions are about students’ behavior. How often does disruptive student behavior interfere with your instruction or services?”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Seldom_x000D_ 3. Usually_x000D_ 4. Always_x000D_ |
Teaching methods and materials | SE-RQ7 | Yes | Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 13 | Question “How much time per day would you estimate that you spend handling disruptive student behavior?”_x000D_ ----_x000D_ 1. Less than ½ hour_x000D_ 2. ½ hour to less than 1 hour_x000D_ 3. 1 to less than 1 ½ hours_x000D_ 4. 1 ½ to less than 2 hours_x000D_ 5. 2 to less than 2 ½ hours_x000D_ 6. 2 ½ hours to less than 3 hours_x000D_ 7. 3 hours or more_x000D_ |
Teaching methods and materials | SE-RQ7 | TCD120 | Question “How much time per day would you estimate that you spend handling disruptive student behavior?”_x000D_ ----_x000D_ 1. Less than ½ hour_x000D_ 2. ½ hour to less than 1 hour_x000D_ 3. 1 to less than 1 ½ hours_x000D_ 4. 1 ½ to less than 2 hours_x000D_ 5. 2 to less than 2 ½ hours_x000D_ 6. 2 ½ hours to less than 3 hours_x000D_ 7. 3 hours or more_x000D_ |
Teaching methods and materials | SE-RQ7 | ||||
| SPA | 14a | Question “The next set of questions relates to your instructional activities and resources. How strongly do you agree or disagree that the following behavioral support practices are characteristic of your teaching/service delivery?_x000D_ _x000D_ {Classroom routines/Routines} are consistently implemented.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Teaching methods and materials | SE-RQ3 and SE-RQ7 | Yes | Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 14b | Question “Expectations of students are clearly communicated in positive terms.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Instructional practices and resources | SE-RQ3 and SE-RQ7 | Yes | Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 14c | Question “You gain the attention of all students before beginning a lesson.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Teaching methods and materials | SE-RQ3 and SE-RQ7 | Yes | Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 14d | Question “You solicit both group and individual responses to questions.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Instructional practices and resources | SE-RQ3 and SE-RQ7 | Yes | Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 14e | Question “You provide all students with individual opportunities to respond to questions.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Instructional practices and resources | SE-RQ3 and SE-RQ7 | Yes | Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 14f | Question “There is a system for documenting and rewarding appropriate student behavior.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Teaching methods and materials | SE-RQ3 and SE-RQ7 | Yes | Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 14g | Question “You use a range of consequences to discourage inappropriate student behavior.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Teaching methods and materials | SE-RQ3 and SE-RQ7 | Yes | Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 15a | Question “How strongly do you agree or disagree that you teach the following social and emotional competencies to the students you {teach/serve}?_x000D_ _x000D_ Self-awareness (teaching students to recognize their own feelings, interests, strengths, and limitations)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Instructional practices and resources | SE-RQ3 and SE-RQ7 | Yes | Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 15b | Question “Self-management (teaching students to regulate emotions and manage daily stressors)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Instructional practices and resources | SE-RQ3 and SE-RQ7 | Yes | Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 15c | Question “Social awareness (teaching students to take the perspective of others and appreciate similarities and differences)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Instructional practices and resources | SE-RQ3 and SE-RQ7 | Yes | Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 15d | Question “Relationships and social skills (teaching students prosocial behavior and skills to develop meaningful relationships)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Instructional practices and resources | SE-RQ3 and SE-RQ7 | Yes | Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 15e | Question “Responsible decision making (teaching students to identify and analyze problems, understand consequences, and take responsibility for their decisions)”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Instructional practices and resources | SE-RQ3 and SE-RQ7 | Yes | Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 16a | Question “How strongly do you agree or disagree that you utilize the following practices?_x000D_ _x000D_ Display pictures, posters, artwork, and other décor that reflect diverse cultures and ethnic backgrounds”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Teaching methods and materials | SE-RQ3 and SE-RQ7 | TCD130a | Question “How strongly do you agree or disagree with the following statements about your class? Pictures, posters, artwork, and other décor reflect the cultures and ethnic backgrounds of each student in your class.” ---- 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree 6. Not applicable |
Teaching methods and materials | SE-RQ7and SE-RQ8 | Yes | Revised item wording for clarity. | ||
| SPA | 16b | Question “Ensure that all notices and communications to families and caregivers are written in their language of origin”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Teaching methods and materials | SE-RQ3 and SE-RQ7 | TCD130b | Question “All notices and communications to families/caregivers of students in your class are written in their language of origin.” ---- 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree 6. Not applicable |
Teaching methods and materials | SE-RQ7 and SE-RQ8 | Yes | Revised item wording for clarity. | ||
| SPA | 16c | Question “Use alternative formats and varied approaches to communicate and share information with families and caregivers”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Teaching methods and materials | SE-RQ3 and SE-RQ7 | TCD130c | Question “Alternative formats and varied approaches to communicate and share information are used with families and caregivers of students in your class.” ---- 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree 6. Not applicable |
Teaching methods and materials | SE-RQ7and SE-RQ8 | Yes | Revised item wording for clarity. | ||
| SPA | 16d | Question “Screen books, movies, and other media resources for negative cultural, ethnic, or racial stereotypes before using them with students”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Teaching methods and materials | SE-RQ3 and SE-RQ7 | Yes | Dropped item due to lack of relevance for NCES. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 17 | Question “The next questions ask about professional development. In the past 12 months, did you participate in any professional development activities pertaining to the use of evidence-based practices for {teaching/serving} students with disabilities?” ---- 1. Yes 2. No |
Teachers' education | SE-RQ6 | PDD010a | Question “The next questions ask about professional development. In the past 12 months, did you participate in any professional development activities pertaining to the use of evidence-based practices for {teaching/serving} students with disabilities?” ---- 1. Yes 2. No |
Teachers' education | SE-RQ6 | ||||
| SPA | 18 | Question “In the past 12 months, how many hours did you spend on these professional development activities?”_x000D_ ----_x000D_ 1. 4 hours or less_x000D_ 2. 5-8 hours_x000D_ 3. 9-12 hours_x000D_ 4. 13-16 hours_x000D_ 5. 17-20 hours_x000D_ 6. 21-24 hours_x000D_ 7. 25-28 hours_x000D_ 8. 29-32 hours_x000D_ 9. 33 hours or more_x000D_ |
Teacher or service provider's education | SE-RQ6 | PDD010b | Question “In the past 12 months, how many hours did you spend on these professional development activities?” ---- 1. 4 hours or less 2. 5-8 hours 3. 9-12 hours 4. 13-16 hours 5. 17-20 hours 6. 21-24 hours 7. 25-28 hours 8. 29-32 hours 9. 33-39 hours 10. 40 hours or more |
Teacher or service provider's education | SE-RQ6 | Yes | Revised response options to capture more precise data. Item aligned with National Kindergarten survey. | ||
| SPA | 19 | Question “Overall, how helpful were these activities to you?”_x000D_ ----_x000D_ 1. Very unhelpful_x000D_ 2. Unhelpful_x000D_ 3. Neither unhelpful nor helpful_x000D_ 4. Helpful_x000D_ 5. Very helpful_x000D_ |
Teacher or service provider's education | SE-RQ6 | PDD010c | Question “Overall, how helpful were these activities to you?”_x000D_ ----_x000D_ 1. Very unhelpful_x000D_ 2. Unhelpful_x000D_ 3. Neither unhelpful nor helpful_x000D_ 4. Helpful_x000D_ 5. Very helpful_x000D_ |
Teacher or service provider's education | SE-RQ6 | ||||
| SPA | 20 | Question “To what extent was the professional development you received in the past 12 months relevant to your role {teaching/serving} students with disabilities?”_x000D_ ----_x000D_ 1. Not relevant_x000D_ 2. Somewhat relevant_x000D_ 3. Relevant_x000D_ 4. Very relevant_x000D_ |
Teacher or service provider's education | SE-RQ6 | PDD020 | Question “To what extent was the professional development you received in the past 12 months relevant to your role {teaching/serving} students with disabilities?”_x000D_ ----_x000D_ 1. Not relevant_x000D_ 2. Somewhat relevant_x000D_ 3. Relevant_x000D_ 4. Very relevant_x000D_ |
Teacher or service provider's education | SE-RQ6 | ||||
| SPA | Teacher or service provider's education | SE-RQ6 | PDD030 | Question “In which of the following staff development and training activities have you participated during the current academic year?” InstResp “Select all that apply.” ---- 1. Worked with a master or mentor teacher assigned to you by your school or district 2. Workshops involving study groups or small-group problem solving 3. Direct instruction from an outside consultant on a specific topic 4. Peer observation and feedback 5. Visits to, or observations of, other schools 6. Release time for attending professional conferences 7. Enrollment in college or university courses related to your profession 8. Professional development via distance learning (web-based, etc.) 9. Workshops on using computers and technology in the classroom 10. Coaching (for example, working with an individual specifically trained in instruction or a particular subject area) 11. None of the above |
Teacher or service provider's education | SE-RQ6 | Yes | |||||
| SPA | 21 | Question “In the current school year, do you work closely with a master or mentor teacher who was assigned to you by your school or district?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher or service provider's education | SE-RQ6 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 22 | Question “How frequently do you work with your assigned master or mentor teacher?”_x000D_ ----_x000D_ 1. At least once a week_x000D_ 2. Once or twice a month_x000D_ 3. A few times a year_x000D_ 4. Once or never_x000D_ |
Teacher or service provider's education | SE-RQ6 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 23a | Question “Overall, to what extent did your assigned master or mentor teacher improve your skills in the following areas?_x000D_ _x000D_ Providing large group instruction”_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | SE-RQ6 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 23b | Question “Providing small group or one-on-one instruction or therapy”_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | SE-RQ6 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 23c | Question “Managing students’ behavior”_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | SE-RQ6 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 23d | Question “Completing paperwork (either in a digital/computer-based system or in hard copy)”_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | SE-RQ6 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 23e | Question “Conducting student assessments”_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | SE-RQ6 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 23f | Question “Finding needed human or material resources”_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | SE-RQ6 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 23g | Question “Communicating with parents”_x000D_ ----_x000D_ 1. Not applicable/Not part of my work responsibility_x000D_ 2. Not at all_x000D_ 3. To a small extent_x000D_ 4. To a moderate extent_x000D_ 5. To a great extent_x000D_ |
Teacher or service provider's education | SE-RQ6 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 24a | Question “The next few questions pertain to your feelings about your school. Please indicate the extent to which you agree with each of the following statements about your school. _x000D_ _x000D_ The level of child misbehavior (for example, noise, horseplay, or fighting in the halls or cafeteria) in this school interferes with my teaching.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 24b | Question “Many of the children I teach are not capable of learning the material I am supposed to teach them.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 | CSD010a | Question: “The next few questions pertain to your feelings about the school. Please indicate the extent to which you agree with each of the following statements. InstResp: By 'the' school, we mean the school in which you receive the survey Many of the children I teach are not capable of learning the material I am supposed to teach them.” ---- 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree |
Job satisfaction and self-efficacy | SE-RQ6 | Yes | Added transition text for clarity. Item aligned with National Kindergarten survey. | ||
| SPA | 24c | Question “I feel accepted and respected as a colleague by most staff members.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 24d | Question “Teachers in this school are continually learning and seeking new ideas.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 24e | Question “Routine administrative duties and paperwork interfere with my job of teaching.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 24f | Question “Parents are supportive of school staff.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 | CSD010b | Question “Parents are supportive of school staff.” ---- 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree |
Job satisfaction and self-efficacy | SE-RQ6 | ||||
| SPA | 24g | Question “{(Continued) }Please indicate the extent to which you agree with each of the following statements about your school._x000D_ _x000D_ There is a great deal of cooperative effort among the staff members.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 24h | Question “In this school, staff members are recognized for a job well done.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 24i | Question “The academic standards at this school are too low.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 | CSD010c | Question “The academic standards at this school are too low.” ---- 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree |
Job satisfaction and self-efficacy | SE-RQ6 | ||||
| SPA | 24j | Question “There is broad agreement among the entire school faculty about the central mission of the school.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 24k | Question “The school administrator sets priorities, makes plans, and sees that they are carried out.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 24l | Question “The school administration's behavior toward the staff is supportive and encouraging.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 27a | Question “Please indicate the extent to which you agree or disagree with each of the following statements on working with children. _x000D_ _x000D_ I really enjoy my present job.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 | CSD020a | Question “Please indicate the extent to which you agree or disagree with each of the following statements on working with children. I really enjoy my present job.” ---- 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree |
Job satisfaction and self-efficacy | SE-RQ6 | ||||
| SPA | 27b | Question “I am certain I am making a difference in the lives of the children I work with.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 | CSD020b | Question “I am certain I am making a difference in the lives of the children I work with.” ---- 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree |
Job satisfaction and self-efficacy | SE-RQ6 | ||||
| SPA | 27c | Question “If I could start over, I would choose this again as my career.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 | CSD020c | Question “If I could start over, I would choose this again as my career.” ---- 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree |
Job satisfaction and self-efficacy | SE-RQ6 | ||||
| SPA | 25a | Question “The next few questions pertain to your beliefs about {teaching/serving} your students. To what extent do you agree with each of the following statements? _x000D_ _x000D_ If I try really hard, I can get through even to the most difficult or unmotivated students.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Job satisfaction and self-efficiacy | SE-RQ6 | CSD030a | Question “The next few questions pertain to your beliefs about {teaching/serving} your students. To what extent do you agree with each of the following statements? If I try really hard, I can get through even to the most difficult or unmotivated students.” ---- 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree |
Job satisfaction and self-efficiacy | SE-RQ6 | ||||
| SPA | 25b | Question “If some students in my class are not doing well, I feel that I should change my approach to the subject.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Job satisfaction and self-efficiacy | SE-RQ6 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 25c | Question “By trying a different teaching method, I can significantly affect a student’s achievement.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 25d | Question “There is really very little I can do to ensure that most of my students achieve at a high level.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 | CSD030b | Question “There is really very little I can do to ensure that most of my students achieve at a high level.” ---- 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree |
Job satisfaction and self-efficacy | SE-RQ6 | ||||
| SPA | 25e | Question “I work to create lessons so my students will enjoy learning and become independent thinkers.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 | CSD030c | Question “I work to create lessons so my students will enjoy learning and become independent thinkers.” ---- 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree |
Job satisfaction and self-efficacy | SE-RQ6 | ||||
| SPA | 25f | Question “I feel sometimes it is a waste of my time to try to do my best as a teacher.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 | CSD030d | Question “I feel sometimes it is a waste of my time to try to do my best as a teacher.” ---- 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree |
Job satisfaction and self-efficacy | SE-RQ6 | ||||
| SPA | 25g | Question “The attitudes and habits students bring to my class greatly reduce their chances for academic success.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 25h | Question “My success or failure in teaching is due primarily to factors beyond my control rather than to my own effort or ability.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | 26a | Question “To what extent do you agree or disagree with each of the following statements as it applies to your instruction? The amount a student can learn is primarily related to family background.” ---- 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree 6. Not applicable |
Job satisfaction and self-efficacy | SE-RQ6 | CSD030e | Question “The amount a student can learn is primarily related to family background.” ---- 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree |
Job satisfaction and self-efficacy | SE-RQ6 | Yes | Removed unnecessary transition text. Item aligned to National Kindergarten survey. | ||
| SPA | 26b | Question “If a student did not remember information I gave in a previous lesson, I would know how to increase the student’s retention in the next lesson.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Job satisfaction and self-efficiacy | SE-RQ6 | CSD030f | Question “If a student did not remember information I gave in a previous lesson, I would know how to increase the student’s retention in the next lesson.” ---- 1. Strongly disagree 2. Disagree 3. Neither disagree nor agree 4. Agree 5. Strongly agree |
Job satisfaction and self-efficiacy | SE-RQ6 | ||||
| SPA | 26c | Question “If a student in my class becomes disruptive and noisy, I feel assured that I know some techniques to redirect the student quickly.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 | CSD030g | Question “If a student in my class becomes disruptive and noisy, I feel assured that I know some techniques to redirect the student quickly.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither disagree nor agree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ 6. Not applicable_x000D_ |
Job satisfaction and self-efficacy | SE-RQ6 | ||||
| Instructional practices and resources | SE-RQ3 and SE-RQ7 | IRD010 | Question “The next few questions relate to practices and programs staff in your school may use to support outcomes for students with disabilities. Do staff at your school typically do any of the following to ensure quality IEPs?” InstrResp: Select all that apply 1. Facilitate school staff attendance and participation in IEP meetings 2. Facilitate attendance and participation of staff from agencies outside the district in IEP meetings 3. Monitor the development of appropriately ambitious goals, as documented in an IEP 4. Monitor the services and supports specified in the IEP 5. Periodic review of completed IEPs 6. Facilitate student attendance and participation in IEP meetings 7. Include the student’s general education teacher(s) on the IEP team 8. Meet with students prior to the IEP meeting to discuss how they can participate in the meeting 9. Meet with students to discuss strengths, interests, preferences, or any concerns the student may have to inform IEP development 10. Meet with students to discuss their progress, goals, current functioning, or academic performance to inform IEP development 11. Discuss student satisfaction with goals and supports in previous IEP 12. Discuss student progress, current functioning, or academic performance with parents/guardians to inform IEP development 13. Facilitate parent/guardian attendance and participation in IEP meetings 14. Provide parents/guardians with materials in advance of the IEP meeting, such as current academic performance or assessment data 15. Meet with parents/guardians prior to the IEP meeting to discuss how they can participate in the meeting 16. Discuss parent/guardian satisfaction with goals and supports in previous IEP 17. None of the above |
Instructional practices and resources | SE-RQ1 and SE-RQ7 | Yes | New item added to capture content of high interest to NCES. | |||||
| Instructional practices and resources | SE-RQ3 and SE-RQ7 | IRD020 | Question “What information does your school collect to assess the quality of IEPs for students with disabilities?" InstrResp: Select all that apply 1. Records of IEP meeting attendees to ensure there is appropriate representation of all key parties 2. Formal assessment of the quality of some or all IEPs based on a checklist or rubric 3. Formal assessment of goals in some or all IEPs to ensure they are appropriately ambitious 4. Interviews or surveys of teachers about IEP goals and supports 5. Interviews or surveys of students about IEP goals and supports 6. Interviews or surveys of parents/guardians about IEP goals and supports 7. Academic outcomes of students with an IEP to monitor alignment with IEP goals and supports 8. Disciplinary records of students to ensure IEP includes relevant supports 9. None of the above 91. Other {(Please specify):/(Please specify on next screen.)} |
Instructional practices and resources | SE-RQ1 and SE-RQ7 | Yes | New item added to capture content of high interest to NCES. | |||||
| IRD020os | Other specify text for Instructional practices and resources | SE-RQ1 and SE-RQ7 | ||||||||||
| Instructional practices and resources | SE-RQ3 and SE-RQ7 | IRD030 | Question "In which of the following areas are teachers at your school provided support to help them ensure students with disabilities have access to the general education curriculum?" InstResp: Support might include, for example, training, ongoing individualized support (such as coaching), group support (such as departmental meetings), or release time to attend professional development InstResp: Select all that apply 1. To adapt curriculum with appropriate complexity and breadth, including incorporation of Universal Design Learning principles 2. To provide accommodations 3. To manage student behavior 4. None of the above |
Instructional practices and resources | SE-RQ1, RQ5, and SE-RQ7 | Yes | New item added to capture content of high interest to NCES. | |||||
| Instructional practices and resources | SE-RQ3 and SE-RQ7 | IRD040 | Question "Does your school use any of the following methods to support the participation of students with disabilities in the same nonacademic extracurricular activities as students without disabilities?" InstResp: Select all that apply 1. Provide individualized accommodations to students with disabilities 2. Provide professional development to personnel supervising nonacademic activities 3. Offer a specific disability awareness program 4. Provide assistive technology to help students participate in activities 5. Assign students without disabilities to be “buddies" to students with disabilities 6. Prompt and reinforce students without disabilities to initiate and maintain interactions with students with disabilities 7. Structure activities that require interaction between students with and without disabilities 8. Provide or assist students in getting the necessary transportation to these activities 9. None of the above 91. Other {(Please specify):/(Please specify on next screen.)} |
Instructional practices and resources | SE-RQ1, RQ5, and SE-RQ7 | Yes | New item added to capture content of high interest to NCES. | |||||
| IRD040os | Other specify text for Instructional practices and resources | SE-RQ1, RQ5, and SE-RQ7 | ||||||||||
| Instructional practices and resources | SE-RQ3 and SE-RQ7 | IRD050 | Question "Which of the following strategies, programs, or curricula does your school use to support the positive behavioral development, social-emotional skills, or mental health concerns of students with disabilities?" InstResp: Select all that apply 1. Early childhood mental health specialists to work with children needing individualized support 2. Early warning indicator systems 3. Trauma-informed curriculum 4. Multi-tiered Systems of Support (MTSS) 5. Schoolwide Positive Behavioral Intervention and Supports 6. Applied Behavior Analysis (ABA), including Pivotal Response Training (PRT) and discrete trials 7. Functional Behavior Assessment (FBA) and Behavioral Intervention Plans (BIPS) 8. Center on the Social and Emotional Foundations for Early Learning (CSEFEL) training modules 9. Pyramid Model for Supporting Social Emotional Competence 10. Calm Classroom 11. First Step to Success 12. Incredible Years 13. Lions Quest 14. Mandt System 15. Positive Action 16. Promoting Alternative Thinking Strategies (PATHS) 17. Second Step 18. Tools of the Mind 19. Nonviolent Crisis Intervention Training 91. Other {(Please specify):/(Please specify on next screen.)} |
Instructional practices and resources | SE-RQ1 and SE-RQ7 | Yes | New item added to capture content of high interest to NCES. | |||||
| IRD050os | Other specify text for Instructional practices and resources | SE-RQ1 and SE-RQ7 | ||||||||||
| Instructional practices and resources | SE-RQ3 and SE-RQ7 | IRD060 | Question "What types of outcome data does your school examine for students with disabilities?" InstResp: Select all that apply 1. Assessment scores 2. Attendance 3. Course progress or completion 4. Disciplinary actions 5. Grades 6. Functional performance/adaptive behavior 7. Social-emotional skills development/behavior 91. Other {(Please specify):/(Please specify on next screen.)} |
Instructional practices and resources | SE-RQ1 and SE-RQ7 | Yes | New item added to capture content of high interest to NCES. | |||||
| IRD060os | Other specify text for Instructional practices and resources | SE-RQ1 and SE-RQ7 | ||||||||||
| SPA | T1 | Question “The next set of questions pertains to the availability and use of instructional resources and technology. Which of the following statements is true about how well your school system provides you with the instructional materials and other resources you need to {teach/serve} students with IEPs?”_x000D_ ----_x000D_ 1. I get all the resources I need._x000D_ 2. I get most of the resources I need._x000D_ 3. I get some of the resources I need._x000D_ 4. I don't get any of the resources I need._x000D_ |
Instructional and technology resources | SE-RQ7 | TRD010 | Question “The next set of questions pertains to the availability and use of instructional resources and technology. Which of the following statements is true about how well your school system provides you with the instructional materials and other resources you need to {teach/serve} students with IEPs?”_x000D_ ----_x000D_ 1. I get all the resources I need._x000D_ 2. I get most of the resources I need._x000D_ 3. I get some of the resources I need._x000D_ 4. I don't get any of the resources I need._x000D_ |
Instructional and technology resources | SE-RQ7 | ||||
| SPA | T2a | Question “In general, how adequate is each of the following for your students with IEPs?_x000D_ _x000D_ Digital tablets (such as an iPad)”_x000D_ ----_x000D_ 1. I don’t use these with my students._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Instructional and technology resources | SE-RQ7 | TRD020a | Question “In general, how adequate is each of the following for your students with IEPs?_x000D_ _x000D_ Digital tablets (such as an iPad)”_x000D_ ----_x000D_ 1. I don’t use these with my students._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Instructional and technology resources | SE-RQ7 | ||||
| SPA | T2b | Question “Visual display technology (for example, Smart Board)” ---- 1. I don’t use these with my students. 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Instructional and technology resources | SE-RQ7 | TRD020b | Question “Visual display technology (for example, SMART Board®)” ---- 1. I don’t use these with my students. 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Instructional and technology resources | SE-RQ7 | Yes | Added trademark symbol to item. | ||
| SPA | T2c | Question “Computers with internet access (laptop or desktop)”_x000D_ ----_x000D_ 1. I don’t use these with my students._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Instructional and technology resources | SE-RQ7 | TRD020c | Question “Computers with internet access (laptop or desktop)”_x000D_ ----_x000D_ 1. I don’t use these with my students._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Instructional and technology resources | SE-RQ7 | ||||
| SPA | T2d | Question “Licensed computer software packages”_x000D_ ----_x000D_ 1. I don’t use these with my students._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Instructional and technology resources | SE-RQ7 | TRD020d | Question “Licensed computer software packages”_x000D_ ----_x000D_ 1. I don’t use these with my students._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Instructional and technology resources | SE-RQ7 | ||||
| SPA | T2e | Question "Paid digital subscriptions (for example, subscriptions to online apps, platforms, and/or programs)"_x000D_ ----_x000D_ 1. I don’t use these with my students._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Instructional and technology resources | SE-RQ7 | TRD020e | Question "Paid digital subscriptions (for example, subscriptions to online apps, platforms, and/or programs)"_x000D_ ----_x000D_ 1. I don’t use these with my students._x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Instructional and technology resources | SE-RQ7 | ||||
| SPA | T3 | Question “Which statements are true of how the following technology is used as a learning tool by students you {teach/serve} with IEPs in your classroom?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Encourage students to use personal cell phones and/or tablets_x000D_ 2. Require students to use personal cell phones and/or tablets_x000D_ 3. Encourage students to use school-provided tablets or other digital devices_x000D_ 4. Require students to use school-provided tablets or other digital devices_x000D_ 5. Encourage students to use school computers_x000D_ 6. Require students to use school computers_x000D_ 7. None of the above_x000D_ |
Instructional and technology resources | SE-RQ7 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | T4a | Question “Please report the number of computers and other electronic devices that are available to your students with IEPs every day._x000D_ _x000D_ Total number of devices without internet access”_x000D_ _x000D_ InstResp “Please include any desktop, laptop, digital tablet, or similar electronic devices, whether they remain in the room or are brought in daily. If none, enter “0.””_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Instructional resources | SE-RQ7 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | T4b | Question “Total number of devices with internet access”_x000D_ _x000D_ InstResp “Please include any desktop, laptop, digital tablet, or similar electronic devices, whether they remain in the room or are brought in daily. If none, enter “0.””_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Instructional and technology resources | SE-RQ7 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | T6a | Question “How frequently do you or your students use computers (desktop or laptop) in the following instructional activities? Daily assignments” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Not applicable to my role |
Instructional and technology resources | SE-RQ7 | TRD030a | Question “How frequently do you or your students use computers (desktops, laptops, or other computer-type devices such as Chromebooks) in the following instructional activities? Daily assignments” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Not applicable to my role |
Instructional and technology resources | SE-RQ7 | Yes | Revised item examples for clarity. Item aligned to National Kindergarten survey. | ||
| SPA | T6b | Question “Internet research”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional resources | SE-RQ7 | TRD030b | Question “Internet research”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional resources | SE-RQ7 | ||||
| SPA | T6c | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | TRD030c | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | ||||
| SPA | T6d | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | TRD030d | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | ||||
| SPA | T6e | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | TRD030e | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | ||||
| SPA | T6f | Question “Accessing digital resources available through the district (intranet)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | TRD030f | Question “Accessing digital resources available through the district (intranet)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | ||||
| SPA | T7a | Question “How frequently do you or your students use an interactive whiteboard (for example, SMART Board, Activboard) in the following instructional activities?_x000D_ _x000D_ Daily assignments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | TRD040a | Question “How frequently do you or your students use an interactive whiteboard (for example, SMART Board®, Activboard) in the following instructional activities? Daily assignments” ---- 1. Never 2. Rarely 3. Sometimes 4. Often 5. Not applicable to my role |
Instructional and technology resources | SE-RQ7 | ||||
| SPA | T7b | Question “Internet research”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | TRD040b | Question “Internet research”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | ||||
| SPA | T7c | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | TRD040c | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | ||||
| SPA | T7d | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | TRD040d | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | ||||
| SPA | T7e | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | TRD040e | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | ||||
| SPA | T7f | Question “Accessing digital resources available through the district (intranet)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | TRD040f | Question “Accessing digital resources available through the district (intranet)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | ||||
| SPA | T8a | Question “How frequently do your students use digital cameras (still or video) in the following instructional activities?_x000D_ _x000D_ Daily assignments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | T8b | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | T8c | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | T8d | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | Yes | Dropped item to consolidate content and reduce respondent burden. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPA | T9a | Question “How frequently do your students use digital tablets (such as an iPad) in the following instructional activities?_x000D_ _x000D_ Daily assignments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional resources | SE-RQ5 | TRD050a | Question “How frequently do your students use digital tablets (such as an iPad) in the following instructional activities?_x000D_ _x000D_ Daily assignments”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | ||||
| SPA | T9b | Question “Internet research”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | TRD050b | Question “Internet research”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | ||||
| SPA | T9c | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | TRD050c | Question “Special projects”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | ||||
| SPA | T9d | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | TRD050d | Question “Presentations”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | ||||
| SPA | T9e | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | TRD050e | Question “Homework”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | ||||
| SPA | T9f | Question “Accessing digital resources available through the district (intranet)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | TRD050f | Question “Accessing digital resources available through the district (intranet)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Rarely_x000D_ 3. Sometimes_x000D_ 4. Often_x000D_ 5. Not applicable to my role_x000D_ |
Instructional and technology resources | SE-RQ7 | ||||
| SPA | 28 | Question “The next few questions ask about your background, education experience, and credentials. The first questions are about your characteristics._x000D_ _x000D_ What is your gender?”_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ 3. Another gender_x000D_ |
Teacher or service provider's gender | SE-RQ6 | EBD010 | Question “The next few questions ask about your background, education experience, and credentials. The first questions are about your characteristics._x000D_ _x000D_ What is your gender?”_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ 3. Another gender_x000D_ |
Teacher or service provider's gender | SE-RQ6 | ||||
| SPA | 29 | Question “In what year were you born?” _x000D_ _x000D_ Watermark “Enter year” |
Teacher or service providers' age | SE-RQ6 | EBD020 | Question “In what year were you born?” _x000D_ _x000D_ Watermark “Enter year” |
Teacher or service providers' age | SE-RQ6 | ||||
| SPA | 30 | Question “Are you Hispanic or Latino/Latina of any race?”_x000D_ _x000D_ InstResp “A person who is Hispanic or Latino/Latina is of Cuban, Dominican, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher or service provider's race/ethnicity | SE-RQ6 | Yes | Item deleted to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. |
||||||
| SPA | 31 | Question “Which best describes your race?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. American Indian or Alaska Native_x000D_ 2. Asian_x000D_ 3. Black or African American_x000D_ 4. Native Hawaiian or Other Pacific Islander_x000D_ 5. White_x000D_ |
Teachers' demographics | SE-RQ6 | EBD040a | Question “What is your race and/or ethnicity?” InstResp “Select all that apply.” ---- 1 American Indian or Alaska Native 2 Asian 3 Black or African American 4 Hispanic or Latino 5 Middle Eastern or North African 6 Native Hawaiian or Pacific Islander 7 White |
Teachers' demographics | SE-RQ6 | Yes | Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | ||
| EBD040b | Question “{Next, we will collect detailed information for each race or ethnicity selected.} You said that you are American Indian or Alaska Native. Please provide details below. Enter, for example, Navajo Nation, Blackfeet Tribe of the Blackfeet Indian Reservation of Montana, Native Village of Barrow Inupiat Traditional Government, Nome Eskimo Community, Aztec, Maya, etc.” |
Teachers' demographics | SE-RQ6 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| EBD040c | Question “{Next, we will collect detailed information for each race or ethnicity selected.} You said that you are Asian. Provide details below. Select all that apply.” 1 Chinese 2 Asian Indian 3 Filipino 4Vietnamese 5 Korean 6 Japanese |
Teachers' demographics | SE-RQ6 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| EBD040cOS | Question "Enter, for example, Pakistani, Hmong, Afghan, etc." | Teachers' demographics | SE-RQ6 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| EBD040d | Question “{Next, we will collect detailed information for each race or ethnicity selected.} You said that you are Black or African American. Provide details below. Select all that apply.” 1 African American 2 Jamaican 3 Haitian 4 Nigerian 5 Ethiopian 6 Somali |
Teachers' demographics | SE-RQ6 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| EBD040dOS | Question "Enter, for example, Trinidadian and Tobagonian, Ghanaian, Congolese, etc." | Teachers' demographics | SE-RQ6 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| EBD040e | Question “{Next, we will collect detailed information for each race or ethnicity selected.} You said that you are Hispanic or Latino. Provide details below. Select all that apply.” 1 Mexican 2 Puerto Rican 3 Salvadoran 4 Cuban 5 Dominican 6 Guatemalan |
Teachers' demographics | SE-RQ6 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| EBD040eOS | Question "Enter, for example, Colombian, Honduran, Spaniard, etc." | Teachers' demographics | SE-RQ6 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| EBD040f | Question “{Next, we will collect detailed information for each race or ethnicity selected.} You said that you are Middle Eastern or North African. Provide details below. Select all that apply.” 1 Lebanese 2 Iranian 3 Egyptian 4 Syrian 5 Iraqi 6 Israeli |
Teachers' demographics | SE-RQ6 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| EBD040fOS | Question "Enter, for example, Moroccan, Yemeni, Kurdish, etc." | Teachers' demographics | SE-RQ6 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| EBD040g | “{Next, we will collect detailed information for each race or ethnicity selected.} You said that you are Native Hawaiian or Pacific Islander. Provide details below. Select all that apply.” 1 Native Hawaiian 2 Samoan 3 Chamorro 4Tongan 5 Fijian 6 Marshallese |
Teachers' demographics | SE-RQ6 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| EBD040gOS | Question "Enter, for example, Chuukese, Palauan, Tahitian, etc." | Teachers' demographics | SE-RQ6 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| EBD040h | “{Next, we will collect detailed information for each race or ethnicity selected.} You said that you are White. Provide details below. Select all that apply.” 1 English 2 German 3 Irish 4 Italian 5 Polish 6 Scottish |
Teachers' demographics | SE-RQ6 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| EBD040hOS | Question "Enter, for example, French, Swedish, Norwegian, etc." | Teachers' demographics | SE-RQ6 | Yes | Item added to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| SPA | 32 | Question “What is the highest level of education you have completed?” ---- 1. Did not complete high school 2. High school diploma or equivalent/GED 3. Some college or technical or vocational school 4. Associate’s degree 5. Bachelor’s degree 6. Master’s degree 7. An advanced professional degree beyond a master’s degree (for example, PhD, MD, Ed.D) |
Teacher or service provider's education | SE-RQ6 | EBD050 | Question “What is the highest level of education you have completed?” ---- 1. Did not complete high school 2. High school diploma or equivalent/GED 3. Some college or technical or vocational school 4. Associate’s degree 5. Bachelor’s degree 6. Master’s degree 7. An advanced professional degree beyond a master’s degree (for example, PhD, MD, Ed.D) |
Teacher or service provider's education | SE-RQ6 | ||||
| SPA | 33a | Question “What is the name of the college or university where you earned your highest degree and where is it located?”_x000D_ _x000D_ Pre-Unit "Name:"_x000D_ _x000D_ _x000D_ “The college or university where I earned my highest degree was outside the United States." |
Teacher or service provider's education | SE-RQ6 | Yes | Dropped item to reduce respondent burden. Decision to drop aligned with National Kindergarten survey. | ||||||
| SPA | 33b | Question "City:" | Teachers' education | SE-RQ6 | Yes | Dropped item to reduce respondent burden. Decision to drop aligned with National Kindergarten survey. | ||||||
| SPA | 33c | Question "State:"_x000D_ _x000D_ InstResp “Please select a state, district, or territory.”_x000D_ _x000D_ Watermark "Select a state" |
Teacher or service provider's education | SE-RQ6 | Yes | Dropped item to reduce respondent burden. Decision to drop aligned with National Kindergarten survey. | ||||||
| SPA | 34 | Question “What was your undergraduate major field(s) of study?"_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Special education_x000D_ 4. Other education-related major (such as secondary education, educational psychology, education administration, music education, etc.)_x000D_ 5. Non-education major (such as history, English, etc.)_x000D_ 6. None of the above_x000D_ |
Teacher or service provider's education | SE-RQ6 | EBD060 | Question “What was your undergraduate major field(s) of study?” InstResp “Select all that apply.” ---- 1. Early childhood education 2. Elementary education 3. Special education 4. Other education-related major (such as secondary education, educational psychology, education administration, music education, etc.) 5. Other major (such as history, English, etc.) 6. None of the above |
Teacher or service provider's education | SE-RQ6 | Yes | Revised response option for clarity. Item aligned with National Kindergarten survey. | ||
| SPA | 35 | Question “What was the major field(s) of study of your highest level graduate degree?"_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Special education_x000D_ 4. Other education-related major (such as secondary education, educational psychology, education administration, music education, etc.)_x000D_ 5. Non-education major (such as history, English, etc.)_x000D_ 6. None of the above_x000D_ |
Teacher or service provider's education | SE-RQ6 | EBD070 | Question “What was the major field(s) of study of your highest level graduate degree?" InstResp “Select all that apply.” ---- 1. Early childhood education 2. Elementary education 3. Special education 4. Other education-related major (such as secondary education, educational psychology, education administration, music education, etc.) 5. Other major (such as history, English, etc.) 6. None of the above |
Teacher or service provider's education | SE-RQ6 | Yes | Revised response option for clarity. Item aligned with National Kindergarten survey. | ||
| SPA | 36 | Question “Have you ever taken a college course in the following areas?"_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Special education_x000D_ 4. English as a Second Language (ESL) or teaching English language learners (ELL)_x000D_ 5. Child development_x000D_ 6. Methods of teaching reading or language arts_x000D_ 7. Methods of teaching mathematics_x000D_ 8. Methods of teaching science_x000D_ 9. Classroom management_x000D_ 10. None of the above_x000D_ |
Teacher or service provider's education | SE-RQ6 | EBD080 | Question “Have you ever taken a college course in the following areas?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Special education_x000D_ 4. English as a Second Language (ESL) or teaching English language learners (ELL)_x000D_ 5. Child development_x000D_ 6. Methods of teaching reading or language arts_x000D_ 7. Methods of teaching mathematics_x000D_ 8. Methods of teaching science_x000D_ 9. Classroom management_x000D_ 10. None of the above_x000D_ |
Teacher or service provider's education | SE-RQ6 | ||||
| SPA | 37 | Question “{Now I have some questions about specific topics that may have been addressed in your coursework.} Did any of your {college/college or graduate school} courses address issues related to the following?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Response to Intervention_x000D_ 2. Early Intervening Services_x000D_ 3. None of the above_x000D_ |
Teacher or service provider's education | SE-RQ6 | EBD090 | Question “Did any of your {college/college or graduate school} courses address issues related to the following?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Response to Intervention (RTI) or Multi-Tiered System of Supports (MTSS)_x000D_ 2. Coordinated Early Intervening Services (CEIS)_x000D_ 3. None of the above_x000D_ |
Teacher or service provider's education | SE-RQ6 | Yes | Revised response options to provide more detail and clarity. Item aligned with National Kindergarten survey. | ||
| SPA | 38 | Question “The next few questions ask about your credentials. Which of the following describes the teaching certificate, license, or permit you currently hold in {state}?”_x000D_ ----_x000D_ 1. Regular or standard state certificate or advanced professional certificate_x000D_ 2. Certificate, license, or permit issued after satisfying all requirements except the completion of a probationary period_x000D_ 3. Certificate, license, or permit that requires some additional coursework, student teaching, or passage of a test before regular certification can be obtained_x000D_ 4. Certificate, license, or permit issued to persons who must complete a certification program in order to continue teaching_x000D_ 5. I do not hold any of the above certificates, licenses, or permits in {state}._x000D_ |
Teacher or service provider's education | SE-RQ6 | EBD100 | Question “The next few questions ask about your credentials. Which of the following describes the teaching certificate, license, or permit you currently hold in {state}?”_x000D_ ----_x000D_ 1. Regular or standard state certificate or advanced professional certificate_x000D_ 2. Certificate, license, or permit issued after satisfying all requirements except the completion of a probationary period_x000D_ 3. Certificate, license, or permit that requires some additional coursework, student teaching, or passage of a test before regular certification can be obtained_x000D_ 4. Certificate, license, or permit issued to persons who must complete a certification program in order to continue teaching_x000D_ 5. I do not hold any of the above certificates, licenses, or permits in {state}._x000D_ |
Teacher or service provider's education | SE-RQ6 | ||||
| SPA | 39 | Question “{The next few questions ask about your credentials.} Which of the following credentials, licenses, or certificates do you have for working with children with disabilities?” InstResp “Select all that apply. Do not include academic degrees, such as a Bachelor’s degree, Master’s degree, or Ph.D.” ---- 1. Disability-specific credential 2. Special education credential (for more than one disability category) 3. Early childhood special education credential 4. General education credential 5. Speech-language pathology license or credential 6. Do not have a credential, license, or certificate 91. Other professional license, credential or endorsement {(Please specify):/(Please specify on next screen.)} |
Teacher or service provider's education | SE-RQ6 | EBD110 | Question “{The next few questions ask about your credentials.} Which of the following credentials, licenses, or certificates do you have for working with children with disabilities?” InstResp “Select all that apply. Do not include academic degrees, such as a Bachelor’s degree, Master’s degree, or PhD.” ---- 1. Disability-specific credential 2. Special education credential (for more than one disability category) 3. Early childhood special education credential 4. General education credential 5. Speech-language pathology license or credential 6. Do not have a credential, license, or certificate 91. Other professional license, credential or endorsement {(Please specify):/(Please specify on next screen.)} |
Teacher or service provider's education | SE-RQ6 | ||||
| SPA | 39OS | Othe specify for teacher or service provider's education | SE-RQ6 | EBD110os | Othe specify for teacher or service provider's education | SE-RQ6 | ||||||
| SPA | 40a | Question “Which of the following best describes the type of preparation program you participated in while earning your current certificate, license, or permit?”_x000D_ ----_x000D_ 1. Traditional four-year undergraduate program based at an institution of higher education_x000D_ 2. Traditional graduate program at an institution of higher education_x000D_ 3. Alternative program based at an institution of higher education_x000D_ 4. Alternative program not based at an institution of higher education_x000D_ 5. Other preparation program_x000D_ |
Teacher or service provider's education | SE-RQ6 | EBD120a | Question “Which of the following best describes the type of preparation program you participated in while earning your current certificate, license, or permit?”_x000D_ ----_x000D_ 1. Traditional four-year undergraduate program based at an institution of higher education_x000D_ 2. Traditional graduate program at an institution of higher education_x000D_ 3. Alternative program based at an institution of higher education_x000D_ 4. Alternative program not based at an institution of higher education_x000D_ 5. Other preparation program_x000D_ |
Teacher or service provider's education | SE-RQ6 | ||||
| SPA | Teacher or service provider's education | SE-RQ6 | EBD120b | Question “Is your current certification the same as your initial certification?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher or service provider's education | SE-RQ6 | Yes | Added gate question to streamline response path for respondent. Item aligned with National Kindergarten survey. | ||||
| SPA | 40b | Question “If your current credential (certificate, license, or permit) is different from your initial credential, which of the following best describes the type of preparation program you participated in while earning your initial credential?” ---- 1. Traditional four-year undergraduate program based at an institution of higher education 2. Traditional graduate program at an institution of higher education 3. Alternative program based at an institution of higher education 4. Alternative program not based at an institution of higher education 5. Other preparation program 6. Does not apply - my current credential is the same as my initial credential |
Teacher or service provider's education | SE-RQ6 | EBD120c | Question “Which of the following best describes the type of preparation program you participated in while earning your initial certification?"_x000D_ ----_x000D_ 1. Traditional four-year undergraduate program based at an institution of higher education_x000D_ 2. Traditional graduate program at an institution of higher education_x000D_ 3. Alternative program based at an institution of higher education_x000D_ 4. Alternative program not based at an institution of higher education_x000D_ 5. Other preparation program_x000D_ |
Teacher or service provider's education | SE-RQ6 | Yes | Streamlined question stem to align with added gate question. Item aligned with National Kindergarten survey. | ||
| SPA | 41 | Question “Have you taken the exam for National Board for Professional Teaching Standards certification?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher or service provider's education | SE-RQ6 | EBD130a | Question “Have you taken the exam for National Board for Professional Teaching Standards certification?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teacher or service provider's education | SE-RQ6 | ||||
| SPA | 42 | Question “What was the result of your National Board for Professional Teaching Standards exam?”_x000D_ ----_x000D_ 1. Awaiting test results_x000D_ 2. Passed_x000D_ 3. Have not yet passed_x000D_ |
Teacher or service provider's education | SE-RQ6 | EBD130b | Question “What was the result of your National Board for Professional Teaching Standards exam?”_x000D_ ----_x000D_ 1. Awaiting test results_x000D_ 2. Passed_x000D_ 3. Have not yet passed_x000D_ |
Teacher or service provider's education | SE-RQ6 | ||||
| SPA | 43 | Question “The next few questions pertain to your years of experience. _x000D_ _x000D_ Counting this school year, how many years have you worked in your current school, including part time?” _x000D_ _x000D_ InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter "1.””_x000D_ _x000D_ Watermark “Enter years” |
Teacher or service provider's years of experience | SE-RQ6 | EBD140 | Question “The next few questions pertain to your years of experience. _x000D_ _x000D_ Counting this school year, how many years have you worked in your current school, including part time?” _x000D_ _x000D_ InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter "1.””_x000D_ _x000D_ Watermark “Enter years” |
Teacher or service provider's years of experience | SE-RQ6 | ||||
| SPA | 44 | Question “{The next few questions pertain to your years of experience.} Counting this school year, how many total years have you been working with children receiving special education or related services in any school, including years in which you worked part time?”_x000D_ _x000D_ InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter "1.””_x000D_ _x000D_ Watermark “Enter years” |
Teacher or service provider's years of experience | SE-RQ6 | EBD150 | Question “Counting this school year, how many total years have you been working with children receiving special education or related services in any school, including years in which you worked part time?”_x000D_ _x000D_ InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter "1.””_x000D_ _x000D_ Watermark “Enter years” |
Teacher or service provider's years of experience | SE-RQ6 | Yes | Removed unnecessary conditional transition text. | ||
| SPA | 45 | Question “Counting this school year, how many total years have you been working with children in any school, including years in which you worked part time? This would include other assignments such as teaching in a regular classroom or otherwise providing services to children.”_x000D_ _x000D_ InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter "1.””_x000D_ _x000D_ Watermark “Enter years” |
Teacher or service provider's years of experience | SE-RQ6 | EBD160 | Question “Counting this school year, how many total years have you been working with children in any school, including years in which you worked part time? This would include other assignments such as teaching in a regular classroom or otherwise providing services to children.”_x000D_ _x000D_ InstResp “Enter the number of years to the nearest full school year. If this is your first year, enter “1.””_x000D_ _x000D_ Watermark “Enter years” |
Teacher or service provider's years of experience | SE-RQ6 | ||||
| SPA | 46 | Question "How long do you plan to continue to teach or work with children receiving special education or related services?"_x000D_ ----_x000D_ 1. As long as I am able_x000D_ 2. Until I am eligible for retirement benefits from this job_x000D_ 3. Until I am eligible for retirement benefits from a previous job_x000D_ 4. Until I am eligible for Social Security benefits_x000D_ 5. Until a specific life event occurs (for example, parenthood, marriage)_x000D_ 6. Until a more desirable job opportunity comes along_x000D_ 7. Definitely plan to leave as soon as I can_x000D_ 8. Undecided at this time_x000D_ |
Job satisfaction and self-efficiacy | SE-RQ6 | EBD170 | Question "How long do you plan to continue to teach or work with children receiving special education or related services?"_x000D_ ----_x000D_ 1. As long as I am able_x000D_ 2. Until I am eligible for retirement benefits from this job_x000D_ 3. Until I am eligible for retirement benefits from a previous job_x000D_ 4. Until I am eligible for Social Security benefits_x000D_ 5. Until a specific life event occurs (for example, parenthood, marriage)_x000D_ 6. Until a more desirable job opportunity comes along_x000D_ 7. Definitely plan to leave as soon as I can_x000D_ 8. Undecided at this time_x000D_ |
Job satisfaction and self-efficiacy | SE-RQ6 | ||||
| SPA | 47 | Question “Thank you very much for answering these questions and taking the time to participate in the Early Childhood Longitudinal Study. Please click “Finish” to complete this survey and then check to see if there are any more surveys assigned to you.” | Thank you to respondent | NA | TYD900 | Question "Thank you very much for answering these questions and taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" to complete this survey and then check to see if there are any more surveys assigned to you.” | Thank you to respondent | NA |
| Section | S1 FT Item # | S1 FT Item Wording - redacted | S1 FT Construct | S1 FT Research Question | S1 National Item # | S1 National Item Wording - redacted | S1 National Construct | S1 National Research Question | Added | Dropped | Changed | Rationale for additions, drops, or changes |
| SPB | 0 | Question “Thank you for launching the ECLS survey about {CHILD}! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ • Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ • Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ • If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ • To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ • Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ • You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA | INB000 | Question “Thank you for launching the ECLS survey about {CHILD}! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ • Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ • Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ • If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ • To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ • Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ • You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA | ||||
| SPB | 1b | Question “Is {CHILD} currently receiving gifted/talented services through an IEP, or has {CHILD} received such services during this school year?”_x000D_ _x000D_ InstResp “Throughout the survey, click the blue “i” icon for more information about an item."_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receiving special education | SE-RQ2 | SIB010 | Question “Is {CHILD} currently receiving gifted/talented services through an IEP, or has {CHILD} received such services during this school year?”_x000D_ _x000D_ InstResp “Throughout the survey, click the blue “i” icon for more information about an item."_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receiving special education | SE-RQ2 | ||||
| SPB | 2 | Question “Is {CHILD} currently receiving special education services through an IEP due to a disability, or has {CHILD} received such services during this school year?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receiving special education | SE-RQ2 | SIB020 | Question “Is {CHILD} currently receiving special education services through an IEP due to a disability, or has {CHILD} received such services during this school year?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receiving special education | SE-RQ2 | ||||
| SPB | 3a | Question “In what capacity or capacities do you currently teach or provide services to {CHILD}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Provide instruction directly to {CHILD}_x000D_ 2. Provide related services directly to {CHILD}_x000D_ 3. Provide consultation services directly to {CHILD}_x000D_ 4. Provide indirect consultation services (for example, consultation to {CHILD}’s teacher)_x000D_ 5. Provide case management_x000D_ 6. None of the above_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}_x000D_ |
Type and amount of special education services | SE-RQ7 | SIB030 | Question “In what capacity or capacities do you currently teach or provide services to {CHILD}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Provide instruction directly to {CHILD}_x000D_ 2. Provide related services directly to {CHILD}_x000D_ 3. Provide consultation services directly to {CHILD}_x000D_ 4. Provide indirect consultation services (for example, consultation to {CHILD}’s teacher)_x000D_ 5. Provide case management_x000D_ 6. None of the above_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}_x000D_ |
Type and amount of special education services | SE-RQ1 and SE-RQ7 | ||||
| SPB | 3aos | Other specify text on type and amount of special education services | SE-RQ7 | SIB030OS | Other specify text on type and amount of special education services | SE-RQ1 and SE-RQ7 | ||||||
| SPB | 3b | Question “In what capacity or capacities have you taught or provided services to {CHILD} using virtual or distance learning in the current school year?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Provide virtual instruction directly to {CHILD}_x000D_ 2. Provide virtual related services directly to {CHILD}_x000D_ 3. Provide virtual consultation services directly to {CHILD}_x000D_ 4. Provide virtual indirect consultation services (for example, consultation to {CHILD}’s teacher, preparation of accessible materials)_x000D_ 5. Provide virtual case management_x000D_ 6. None of the above_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}_x000D_ |
Type and amount of special education services | SE-RQ7 | SIB040 | Question “Which best describes the extent to which you teach or provide services to {CHILD} using virtual methods in the current school year?"_x000D_ ----_x000D_ 1. Provide all services to {CHILD} using virtual methods (for example, fully remote, web-based, online, or distance learning)_x000D_ 2. Provide some combination of virtual and in-person services to {CHILD} (for example, blended or hybrid learning)_x000D_ 3. Do not provide any services to {CHILD} virtually (i.e., all services are provided in person)_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}_x000D_ |
Type and amount of special education services | SE-RQ7 | Yes | Revised item and response option wording for clarity. Item aligned with National Kindergarten survey. | ||
| SPB | 3bos | Other specify text on type and amount of special education services | SE-RQ7 | SIB040 OS | Other specify text on type and amount of special education services | SE-RQ7 | ||||||
| SPB | 4 | Question “When was {CHILD} first determined eligible for special education or related services?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Before kindergarten_x000D_ 2. During transitional kindergarten_x000D_ 3. During kindergarten_x000D_ 4. During transitional first grade_x000D_ 5. During first grade_x000D_ 6. During second grade_x000D_ DON'T KNOW |
When services began | SE-RQ3 | SIB050 | Question “When was {CHILD} first determined eligible for special education or related services?” SaVisible “True” ---- 1. Before kindergarten 2. During transitional kindergarten 3. During kindergarten 4. During transitional first grade 5. During first grade DON'T KNOW |
When services began | SE-RQ3 | ||||
| SPB | 5 | Question “Is this the first school year that {CHILD} has been receiving special education services?” SaVisible “True” ---- 1. Yes 2. No DON'T KNOW |
When services began | SE-RQ3 | SIB060 | Question “Did {CHILD} have an IEP or Individualized Family Service Plan (IFSP) last school year (2023-24)?” SaVisible “True” ---- 1. Yes 2. No DON'T KNOW |
When services began | SE-RQ3 | Yes | Updated school year reference. Item aligned with National Kindergarten survey. | ||
| SPB | 6 | Question “When did {CHILD} first start receiving special education or related services?” _x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. Before kindergarten_x000D_ 2. During transitional kindergarten_x000D_ 3. During kindergarten_x000D_ 4. During transitional first grade_x000D_ 5. During first grade_x000D_ 6. During second grade_x000D_ DON'T KNOW |
When services began | SE-RQ3 | Yes | Dropped item due to redundancy for the respondent. Decision to drop aligned to National Kindergarten survey. | ||||||
| SPB | Transition | SE-RQ4 | SIB070 | Question “Did you provide education activities or programs to {CHILD} last school year (2023-24)?” ---- 1. Yes 2. No |
Transition | SE-RQ4 | Yes | New item added as a gate question to streamline items for respondents. New item aligned with National Kindergarten survey. | ||||
| SPB | 7 | Question “To what extent were you involved in planning the transition from last year’s special education program to this year’s special education program for {CHILD}?”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Somewhat_x000D_ 3. Extensively_x000D_ |
Transition | SE-RQ4 | SIB080 | Question “To what extent were you involved in planning {CHILD}’s transition from last school year’s special education program to this school year’s program?” ---- 1. Not at all 2. Somewhat 3. Extensively |
Transition | SE-RQ4 | ||||
| SPB | 8 | Question “To what extent did you communicate with the person(s) who provided special education for {CHILD} last year?”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Somewhat_x000D_ 3. Extensively_x000D_ 4. I provided special education to {CHILD} last year._x000D_ |
Transition | SE-RQ4 | SIB090 | Question “To what extent did you communicate with the person(s) who provided special education for {CHILD} last year?” ---- 1. Not at all 2. Somewhat 3. Extensively |
Transition | SE-RQ4 | ||||
| SPB | 9 | Question “Have you reviewed {CHILD}’s records related to special education services provided before this school year?”_x000D_ ----_x000D_ 1. Yes._x000D_ 2. No, I don't have access to the records._x000D_ 3. No, I have access to the records but have not reviewed them._x000D_ 4. No, I provided special education to {CHILD} last year._x000D_ |
Record review | SE-RQ4 | SIB100 | Question “Have you reviewed {CHILD}’s records related to special education services provided before this school year?” ---- 1. Yes. 2. No, I don't have access to the records. 3. No, I have access to the records but have not reviewed them. |
Record review | SE-RQ4 | Yes | Removed unnecessary response option to streamline item for respondent. Item aligned with National Kindergarten survey. | ||
| SPB | 10 | Question “What is {CHILD}’s primary disability as identified on {CHILD}'s IEP?”_x000D_ _x000D_ InstResp “Please select the category below into which the child’s primary disability fits best. Select only one.”_x000D_ ----_x000D_ 1. Speech or language impairments_x000D_ 2. Specific learning disabilities_x000D_ 3. Emotional disturbance_x000D_ 4. Intellectual disability_x000D_ 5. Developmental delay_x000D_ 6. Visual impairments (including blindness)_x000D_ 7. Hearing impairments (including deafness)_x000D_ 8. Orthopedic impairments_x000D_ 9. Other health impairments_x000D_ 10. Autism_x000D_ 11. Traumatic brain injury_x000D_ 12. Deafblindness_x000D_ 13. Multiple disabilities (children included in this category should be those who have more than one primary disability which do not include deafblindness or developmental delay)_x000D_ 14. No classification is given_x000D_ |
Child's disabilities | SE-RQ2 | SIB110 | Question “What is {CHILD}’s primary disability as identified on {CHILD}’s IEP?”_x000D_ _x000D_ InstResp “Please select the category below into which the child’s primary disability fits best. Select only one.”_x000D_ ----_x000D_ 1. Autism_x000D_ 2. Deaf-blindness_x000D_ 3. Developmental delay_x000D_ 4. Emotional disturbance_x000D_ 5. Hearing impairments (including deafness)_x000D_ 6. Intellectual disability_x000D_ 7. Orthopedic impairments_x000D_ 8. Other health impairments_x000D_ 9. Specific learning disabilities_x000D_ 10. Speech or language impairments_x000D_ 11. Traumatic brain injury_x000D_ 12. Visual impairments (including blindness)_x000D_ 13. Multiple disabilities (children included in this category should be those who have more than one primary disability which do not include deafblindness or developmental delay)_x000D_ 14. No classification is given._x000D_ |
Child's disabilities | SE-RQ2 | Yes | Reordered response options to alphabetical order to ease respondent burden. Item aligned with National Kindergarten survey. | ||
| SPB | 11 | Question “What are {CHILD}’s other disabilities, if any, as identified on {CHILD}'s IEP?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. No other disabilities_x000D_ 2. {Speech or language impairments}_x000D_ 3. {Specific learning disabilities}_x000D_ 4. {Emotional disturbance}_x000D_ 5. {Intellectual disability}_x000D_ 6. {Developmental delay}_x000D_ 7. {Visual impairments (including blindness)}_x000D_ 8. {Hearing impairments (including deafness)}_x000D_ 9. {Orthopedic impairments}_x000D_ 10. {Other health impairments}_x000D_ 11. {Autism}_x000D_ 12. {Traumatic brain injury}_x000D_ 13. {Deaf-blindness}_x000D_ 14. {Multiple disabilities (children included in this category should be those who have more than one primary disability which do not include deafblindness or developmental delay)}_x000D_ 15. No classification is given_x000D_ |
Child's disabilities | SE-RQ2 | SIB120 | Question “What are {CHILD}’s other disabilities, if any, as identified on {CHILD}’s IEP?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. {Autism}_x000D_ 2. {Deaf-blindness}_x000D_ 3. {Developmental delay}_x000D_ 4. {Emotional disturbance}_x000D_ 5. {Hearing impairments (including deafness)}_x000D_ 6. {Intellectual disability}_x000D_ 7. {Orthopedic impairments}_x000D_ 8. {Other health impairments}_x000D_ 9. {Specific learning disabilities}_x000D_ 10. {Speech or language impairments}_x000D_ 11. {Traumatic brain injury}_x000D_ 12. {Visual impairments (including blindness)}_x000D_ 13. {Multiple disabilities (children included in this category should be those who have more than one primary disability which do not include deafblindness or developmental delay)}_x000D_ 14. {No classification is given}_x000D_ 15. No other disabilities._x000D_ |
Child's disabilities | SE-RQ2 | Yes | Reordered response options to alphabetical order and updated conditional display of items to ease respondent burden. Item aligned with National Kindergarten survey. | ||
| SPB | 12 | Question “During this school year, has {CHILD} received any special education or related services because of attention deficit disorder (ADD) or attention-deficit/hyperactivity disorder (ADHD)?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child's disabilities | SE-RQ2 | SIB130 | Question “During this school year, has {CHILD} received any special education or related services because of attention deficit disorder (ADD) or attention-deficit/hyperactivity disorder (ADHD)?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Child's disabilities | SE-RQ2 | ||||
| SPB | 13 | Question “During this school year, which of the following describe(s) the IEP goals for {CHILD}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Reading_x000D_ 2. Mathematics_x000D_ 3. Language Arts_x000D_ 4. Science_x000D_ 5. Auditory processing_x000D_ 6. Listening comprehension_x000D_ 7. Oral expression_x000D_ 8. Voice/speech articulation_x000D_ 9. Language pragmatics_x000D_ 10. Social skills_x000D_ 11. General appropriateness of behavior_x000D_ 12. Adaptive behavior or self-help skills_x000D_ 13. Fine motor skills_x000D_ 14. Gross motor skills_x000D_ 15. Orientation and mobility_x000D_ 16. None of the above_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}_x000D_ |
IEP goals | SE-RQ2 | SIB140 | Question “During this school year, which of the following describe(s) the IEP goals for {CHILD}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Reading_x000D_ 2. Mathematics_x000D_ 3. Language Arts_x000D_ 4. Science_x000D_ 5. Auditory processing_x000D_ 6. Listening comprehension_x000D_ 7. Oral expression_x000D_ 8. Voice/speech articulation_x000D_ 9. Language pragmatics_x000D_ 10. Social skills_x000D_ 11. General appropriateness of behavior_x000D_ 12. Adaptive behavior or self-help skills_x000D_ 13. Fine motor skills_x000D_ 14. Gross motor skills_x000D_ 15. Orientation and mobility_x000D_ 16. None of the above_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}_x000D_ |
IEP goals | SE-RQ2 | ||||
| SPB | 13os | Other specify text for IEP goals | SE-RQ2 | SIB140 OS | Other specify text for IEP goals | SE-RQ2 | ||||||
| SPB | 14 | Question “During this school year, which of the following related services have been provided through the school to {CHILD}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Audiology_x000D_ 2. Counseling services_x000D_ 3. Occupational therapy_x000D_ 4. Physical therapy_x000D_ 5. Psychological services_x000D_ 6. Health services_x000D_ 7. Social work services_x000D_ 8. Special transportation_x000D_ 9. Speech or language therapy_x000D_ 10. Orientation services_x000D_ 11. Mobility services_x000D_ 12. Rehabilitation services_x000D_ 13. No related services were provided._x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}_x000D_ |
Special education and related services | SE-RQ2 | SIB150 | Question “During this school year, which of the following related services have been provided through the school to {CHILD}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Audiology_x000D_ 2. Counseling services_x000D_ 3. Occupational therapy_x000D_ 4. Physical therapy_x000D_ 5. Psychological services_x000D_ 6. Health services_x000D_ 7. Social work services_x000D_ 8. Special transportation_x000D_ 9. Speech or language therapy_x000D_ 10. Orientation services_x000D_ 11. Mobility services_x000D_ 12. Rehabilitation services_x000D_ 13. No related services were provided._x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}_x000D_ |
Special education and related services | SE-RQ2 | ||||
| SPB | 14os | Special education and related services | SE-RQ2 | SIB150 OS | Other specify text for Special education and related services | SE-RQ2 | ||||||
| SPB | 15 | Question “During this school year, has {CHILD} received any of the following?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Adaptive physical education_x000D_ 2. Assistance from classroom aides (for example, teacher aide, behavioral assistant, special education aide)_x000D_ 3. Interpreter for the deaf or hard of hearing (oral or sign)_x000D_ 4. Teacher used Braille to provide instruction_x000D_ 5. Child was taught how to use Braille_x000D_ 6. Teacher used American Sign Language to provide instruction_x000D_ 7. Child was taught how to use American Sign Language_x000D_ 8. Teacher used Manual English to provide instruction_x000D_ 9. Child was taught how to use Manual English_x000D_ 10. Teacher used Cued Speech to provide instruction_x000D_ 11. Child was taught how to use Cued Speech_x000D_ 12. Mental health services, personal/group counseling, therapy, or psychiatric care provided to the child_x000D_ 13. Tutoring/remediation from special education teacher_x000D_ 14. Training, counseling, and other supports/services provided to child's family_x000D_ 15. None of the above_x000D_ |
Type and amount of special education services | SE-RQ2 | SIB160 | Question “During this school year, has {CHILD} received any of the following?” InstResp “Select all that apply.” ---- 1. Adaptive physical education 2. Assistance from classroom aides (for example, teacher aide, behavioral assistant, special education aide) 3. Interpreter for the deaf or hard of hearing (oral or sign) 4. Use of Braille during instruction by teacher or student 5. Use of American Sign Language during instruction by teacher or student 6. Use of Manual English during instruction by teacher or student 7. Use of Cued Speech during instruction by teacher or student 8. Mental health services, personal/group counseling, therapy, or psychiatric care provided to the child 9. Tutoring/remediation from special education teacher 10. Training, counseling, and other supports/services provided to child's family 11. Creative arts therapies (CAT) provided to the child (for example, visual, music, dance, drama therapy) 12. None of the above |
Type and amount of special education services | SE-RQ2 | Yes | Consolidated response options to ease respondent burden while also adding a response option of high interest to NCES. Item aligned with National Kindergarten survey. | ||
| SPB | 16 | Question “During this school year, has {CHILD}’s primary placement been a general education classroom?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Class placement | SE-RQ5 | SIB170 | Question “During this school year, has {CHILD}’s primary placement been a general education classroom?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Class placement | SE-RQ5 | ||||
| SPB | 17 | Question “During this school year, approximately how many hours per week of direct special education and related services (that is, service provided directly to the child, from a teacher or another adult) has {CHILD} received?”_x000D_ _x000D_ InstResp “Please round to the nearest hour.”_x000D_ _x000D_ Pre-Unit “Hours:”_x000D_ _x000D_ Watermark “Hours per week” |
Type and amount of special education services | SE-RQ2 | SIB180 | Question “During this school year, approximately how many hours per week of direct special education and related services (that is, service provided directly to the child, from a teacher or another adult) has {CHILD} received?”_x000D_ _x000D_ InstResp “Please round to the nearest hour.”_x000D_ _x000D_ Pre-Unit “Hours:”_x000D_ _x000D_ Watermark “Hours per week” |
Type and amount of special education services | SE-RQ2 | ||||
| SPB | 18 | Question “Of the hours of direct special education and related services reported above, approximately how many of those hours per week were the instruction/services provided outside of a general education classroom but within the school setting?”_x000D_ _x000D_ InstResp “Please round to the nearest hour.”_x000D_ _x000D_ Pre-Unit “Hours:”_x000D_ _x000D_ Watermark “Hours per week” |
Placement | SE-RQ5 | SIB190 | Question “Of the hours of direct special education and related services reported above, approximately how many of those hours per week were the instruction/services provided outside of a general education classroom but within the school setting?”_x000D_ _x000D_ InstResp “Please round to the nearest hour.”_x000D_ _x000D_ Pre-Unit “Hours:”_x000D_ _x000D_ Watermark “Hours per week” |
Class placement | SE-RQ5 | ||||
| SPB | 19 | Question “During this school year, what teaching practices and methods have you and/or other special education service providers used with {CHILD}?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Oneonone instruction_x000D_ 2. Smallgroup instruction_x000D_ 3. Largegroup instruction_x000D_ 4. Co-teaching_x000D_ 5. Cooperative learning_x000D_ 6. Peer tutoring_x000D_ 7. Computerbased instruction_x000D_ 8. Direct instruction_x000D_ 9. Cognitive strategies_x000D_ 10. Selfmanagement_x000D_ 11. Behavior management_x000D_ 12. Instruction received through a sign interpreter_x000D_ 13. None of the above_x000D_ |
Teaching methods/materials | SE-RQ2 | SIB200 | Question “During this school year, what teaching practices and methods have you and/or other special education service providers used with {CHILD}?” InstResp “Select all that apply.” ---- 1. One-on-one instruction 2. Small-group instruction 3. Large-group instruction 4. Co-teaching 5. Cooperative learning 6. Peer tutoring 7. Computerbased instruction 8. Direct instruction 9. Cognitive strategies 10. Selfmanagement 11. Behavior management 12. Instruction received through a sign interpreter 13. None of the above |
Teaching methods/materials | SE-RQ2 and SE-RQ7 | ||||
| SPB | 20a | Question “During this school year, which of the following best describes the curriculum materials used with {CHILD} in the general education classroom?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. General education curriculum materials were used without modification._x000D_ 2. General education curriculum materials were used with some modifications._x000D_ 3. General education curriculum materials were used with substantial modifications._x000D_ 4. Speciallydesigned commercial materials were used._x000D_ 5. Teacherdesigned materials were used._x000D_ 6. Child not in this setting._x000D_ DON'T KNOW |
Teaching methods/materials | SE-RQ2 and SE-RQ5 | SIB210 | Question “During this school year, which of the following best describes the curriculum materials used with {CHILD} in the general education classroom?” SaVisible “True” ---- 1. General education curriculum materials were used without modification. 2. General education curriculum materials were used with some modifications. 3. General education curriculum materials were used with substantial modifications. 4. Speciallydesigned commercial materials were used. 5. Teacherdesigned materials were used. 6. Child not in this setting. DON'T KNOW |
Teaching methods/materials | SE-RQ2 and SE-RQ5 | ||||
| SPB | 20b | Question “During this school year, which of the following best describes the curriculum materials used with {CHILD} in the special education classroom or program?” SaVisible “True” ---- 1. General education curriculum materials were used without modification. 2. General education curriculum materials were used with some modifications. 3. General education curriculum materials were used with substantial modifications. 4. Speciallydesigned commercial materials were used. 5. Teacherdesigned materials were used. 6. Child not in this setting. DON'T KNOW |
Teaching methods/materials and inclusion | SE-RQ2 and SE-RQ5 | SIB220 | Question “During this school year, which of the following best describes the curriculum materials used with {CHILD} in the special education classroom or program?” SaVisible “True” ---- 1. General education curriculum materials were used without modification. 2. General education curriculum materials were used with some modifications. 3. General education curriculum materials were used with substantial modifications. 4. Speciallydesigned commercial materials were used. 5. Teacherdesigned materials were used. 6. Child not in this setting. DON'T KNOW |
Teaching methods/materials and inclusion | SE-RQ2 and SE-RQ5 | ||||
| SPB | 21a | Question “Did {CHILD} use any assistive technologies this year?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teaching methods/materials | SE-RQ2 | SIB230 | Question “Did {CHILD} use any assistive technologies this year?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teaching methods/materials | SE-RQ2 | ||||
| SPB | 21b | Question “During this school year, which of the following assistive technologies and devices has {CHILD} used?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Vans, vehicles_x000D_ 2. Wheelchair_x000D_ 3. Walker_x000D_ 4. White cane_x000D_ 5. Electronic with voice output (for example, Touch Talker)_x000D_ 6. Electronic without voice output (for example, device with visual display or printed speech output)_x000D_ 7. Non-electronic (for example, manual printing board)_x000D_ 8. Hearing aids_x000D_ 9. FM loops_x000D_ 10. TTYs/TDDs_x000D_ 11. Cochlear implants_x000D_ 12. Realtime captioning_x000D_ 13. Braille texts_x000D_ 14. Electronic Braille devices_x000D_ 15. Digital texts_x000D_ 16. Magnifying devices_x000D_ 17. Closecaptioned television (CCTV)_x000D_ 18. Tape recorder_x000D_ 19. Calculator_x000D_ 20. Electronic spelling devices_x000D_ 21. Used solely by individual child_x000D_ 22. Shared with other children_x000D_ 23. Reading_x000D_ 24. Writing_x000D_ 25. Mathematics_x000D_ 26. No assistive technologies or devices were used_x000D_ 91. Other assistive technologies or devices {(Please specify):/(Please specify on next screen.)}_x000D_ |
Teaching methods/materials | SE-RQ2 | SIB240 | Question “During this school year, which of the following assistive technologies and devices has {CHILD} used?” InstResp “Select all that apply.” ---- 1. Vans, vehicles 2. Wheelchair 3. Walker 4. White cane 5. Electronic with voice output (for example, Touch Talker) 6. Electronic without voice output (for example, device with visual display or printed speech output) 7. Non-electronic (for example, manual printing board) 8. Hearing aids 9. FM loops 10. TTYs/TDDs 11. Cochlear implants 12. Realtime captioning 13. Braille texts 14. Electronic Braille devices 15. Digital texts 16. Magnifying devices 17. Closecaptioned television (CCTV) 18. Tape recorder 19. Calculator 20. Electronic spelling devices 21. Used solely by individual child 22. Shared with other children 23. Reading 24. Writing 25. Mathematics 26. None of the above 91. Other assistive technologies or devices {(Please specify):/(Please specify on next screen.)} |
Teaching methods/materials | SE-RQ2 | Yes | Modified response option from "No assistive technologies or devices were used." to "None of the above" to capture more valid data. | ||
| SPB | 21bos | Other specify text for teaching methods and materials | SE-RQ2 | SIB240OS | Other specify text for teaching methods and materials | SE-RQ2 | ||||||
| SPB | 22 | Question “During this school year, does {CHILD} have a computer, laptop, or word processing device assigned to {him/her} for use full time?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Teaching methods/materials | SE-RQ2 | SIB250 | Question “During this school year, does {CHILD} have a computer, laptop, or word processing device assigned to {him/her/them} for use full time?” ---- 1. Yes 2. No |
Teaching methods/materials | SE-RQ2 | Yes | Added gender neutral pronoun prefill for use when child gender is missing. Item aligned with National Kindergarten survey. | ||
| SPB | 23 | Question “During this school year, on average, how often have you met with {CHILD}'s general education teacher(s) to discuss {his/her} program or progress?”_x000D_ ----_x000D_ 1. Every day or several times a week_x000D_ 2. Once a week or several times a month_x000D_ 3. Once a month_x000D_ 4. A few times over the school year_x000D_ 5. Once during this school year_x000D_ 6. Never during this school year_x000D_ 7. Not applicable because I am {CHILD}’s general education teacher_x000D_ 8. Not applicable to my work with {CHILD}_x000D_ |
Teacher communication | SE-RQ2 | SIB260 | Question “During this school year, on average, how often have you met with {CHILD}'s general education teacher(s) to discuss {his/her/their} program or progress?” ---- 1. Every day or several times a week 2. Once a week or several times a month 3. Once a month 4. A few times over the school year 5. Once during this school year 6. Never during this school year 7. Not applicable because I am {CHILD}’s general education teacher 8. Not applicable to my work with {CHILD} |
Teacher communication | SE-RQ2 | Yes | Added gender neutral pronoun prefill for use when child gender is missing. Item aligned with National Kindergarten survey. | ||
| SPB | 24 | Question “On average, how long were the meetings with the general education teacher(s) to discuss {CHILD}'s program or progress?”_x000D_ ----_x000D_ 1. 1 to 15 minutes_x000D_ 2. 16 to 30 minutes_x000D_ 3. 31 to 45 minutes_x000D_ 4. 46 to 60 minutes_x000D_ 5. More than 60 minutes_x000D_ |
Teacher communication | SE-RQ2 | SIB270 | Question “On average, how long were the meetings with the general education teacher(s) to discuss {CHILD}'s program or progress?”_x000D_ ----_x000D_ 1. 1 to 5 minutes_x000D_ 2. 6 to 15 minutes_x000D_ 3. 16 to 30 minutes_x000D_ 4. 31 to 45 minutes_x000D_ 5. 46 to 60 minutes_x000D_ 6. More than 60 minutes_x000D_ |
Teacher communication | SE-RQ2 | Yes | Revised response options to capture more precise data. Item aligned with National Kindergarten survey. | ||
| SPB | 25 | Question “During this school year, approximately how often have you communicated with {CHILD}’s parents about {CHILD}’s program or progress (by phone, in person, or in writing, including email)?”_x000D_ ----_x000D_ 1. Every day or several times a week_x000D_ 2. Once a week or several times a month_x000D_ 3. Once a month_x000D_ 4. A few times over the school year_x000D_ 5. Once during this school year_x000D_ 6. Never during this school year_x000D_ |
Parent communication | SE-RQ8 | SIB280 | Question “During this school year, approximately how often have you communicated with {CHILD}’s parents about {CHILD}’s program or progress (by phone, in person, or in writing, including email)?”_x000D_ ----_x000D_ 1. Every day or several times a week_x000D_ 2. Once a week or several times a month_x000D_ 3. Once a month_x000D_ 4. A few times over the school year_x000D_ 5. Once during this school year_x000D_ 6. Never during this school year_x000D_ |
Parent communication | SE-RQ8 | ||||
| SPB | 26a | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | CCB010a | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | Yes | Revised phrasing of the introduction sentence for clarity. Item aligned with National Kindergarten survey. | ||
| SPB | 26b | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | CCB010b | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | ||||
| SPB | 26c | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | CCB010c | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | ||||
| SPB | 26d | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | CCB010d | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | ||||
| SPB | 26e | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | CCB010e | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | Yes | Added gender neutral pronoun prefill for use when child gender is missing. Item aligned with National Kindergarten survey. | ||
| SPB | 26f | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | CCB010f | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | Yes | Added gender neutral pronoun prefill for use when child gender is missing. Item aligned with National Kindergarten survey. | ||
| SPB | 26g | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | CCB010g | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | Yes | Added gender neutral pronoun prefill for use when child gender is missing. Item aligned with National Kindergarten survey. | ||
| SPB | 26h | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | CCB010h | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | ||||
| SPB | 26i | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | CCB010i | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | ||||
| SPB | 26j | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | CCB010j | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | ||||
| SPB | 26k | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | CCB010k | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | ||||
| SPB | 26l | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | CCB010l | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | ||||
| SPB | 26m | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | CCB010m | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | ||||
| SPB | 26n | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | CCB010n | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | ||||
| SPB | 26o | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | CCB010o | Item wording is redacted due to copyright |
Teacher-student closeness/conflict | SE-RQ9 | Yes | Added gender neutral pronoun prefill for use when child gender is missing. Item aligned with National Kindergarten survey. | ||
| SPB | 27 | Question “Now we would like to ask about {CHILD}’s educational goals. During this school year, has {CHILD} received formal individual evaluations in any of the following areas for purposes of developing IEP goals?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Psychological_x000D_ 2. Speech/language_x000D_ 3. Vision_x000D_ 4. Hearing_x000D_ 5. Learning style_x000D_ 6. Motor skills_x000D_ 7. Academics_x000D_ 8. No evaluations for developing IEP goals were conducted this year_x000D_ 91. Other {(Please specify):/(Please specify on next screen.)}_x000D_ |
Evaluation for setting goals | SE-RQ1 | EGB010 | Question “Now we would like to ask about {CHILD}’s educational goals. During this school year, has {CHILD} received formal individual evaluations in any of the following areas for purposes of developing IEP goals?” InstResp “Select all that apply.” ---- 1. Psychological 2. Speech/language 3. Vision 4. Hearing 5. Learning style 6. Motor skills 7. Academics 8. No evaluations for developing IEP goals were conducted this year. 91. Other {(Please specify):/(Please specify on next screen.)} |
Evaluation for setting goals | SE-RQ1 | Yes | Added a period to the end of a response option that is a complete sentence. Item aligned with National Kindergarten survey. | ||
| SPB | 27os | Other specify text for evaluation for setting goals | SE-RQ1 | EGB010 OS | Other specify text for evaluation for setting goals | SE-RQ1 | ||||||
| SPB | 28 | Question “To what extent is {CHILD} expected to achieve the same general education goals as other children at {his/her} grade level this school year?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. {CHILD} is expected to attain grade level achievement for all of the academic content standards._x000D_ 2. {CHILD} is expected to attain grade level achievement for some of the academic content standards._x000D_ 3. {CHILD} is expected to attain grade level achievement for only a few of the academic content standards._x000D_ 4. {CHILD} is not expected to attain grade level achievement for any of the academic content standards._x000D_ 5. There are no academic content standards at this grade level._x000D_ DON'T KNOW |
Expectation for meeting goals | SE-RQ7 | EGB020 | Question “To what extent is {CHILD} expected to achieve the same general education goals as other children at {his/her/their} grade level this school year?” SaVisible “True” ---- 1. {CHILD} is expected to attain grade level achievement for all of the academic content standards. 2. {CHILD} is expected to attain grade level achievement for some of the academic content standards. 3. {CHILD} is expected to attain grade level achievement for only a few of the academic content standards. 4. {CHILD} is not expected to attain grade level achievement for any of the academic content standards. 5. There are no academic content standards at this grade level. DON'T KNOW |
Expectation for meeting goals | SE-RQ7 | ||||
| SPB | 29 | Question “What percentage of {CHILD}’s current IEP goals have been met or nearly met at this point in the school year?”_x000D_ ----_x000D_ 1. 76 to 100 percent_x000D_ 2. 51 to 75 percent_x000D_ 3. 26 to 50 percent_x000D_ 4. 1 to 25 percent_x000D_ 5. 0 percent_x000D_ |
Goals met | SE-RQ1 | EGB030 | Question “What percentage of {CHILD}’s current IEP goals have been met or nearly met at this point in the school year?”_x000D_ ----_x000D_ 1. 76 to 100 percent_x000D_ 2. 51 to 75 percent_x000D_ 3. 26 to 50 percent_x000D_ 4. 1 to 25 percent_x000D_ 5. 0 percent_x000D_ |
Goals met | SE-RQ1 | ||||
| SPB | 30 | Question “Which of the following best expresses the likelihood that {CHILD} will continue to receive some level of special education services (through an IEP) in the next school year?”_x000D_ ----_x000D_ 1. Definitely will continue in special education_x000D_ 2. Very likely to continue in special education_x000D_ 3. Likely to continue in special education_x000D_ 4. Unlikely to continue in special education_x000D_ 5. Very unlikely to continue in special education_x000D_ 6. Definitely will not continue in special education (will be dismissed from services)_x000D_ |
Goals met | SE-RQ1 | EGB040 | Question “Which of the following best expresses the likelihood that {CHILD} will continue to receive some level of special education services (through an IEP) in the next school year?”_x000D_ ----_x000D_ 1. Definitely will continue in special education_x000D_ 2. Very likely to continue in special education_x000D_ 3. Likely to continue in special education_x000D_ 4. Unlikely to continue in special education_x000D_ 5. Very unlikely to continue in special education_x000D_ 6. Definitely will not continue in special education (will be dismissed from services)_x000D_ |
Goals met | SE-RQ1 | ||||
| SPB | 31 | Question “During this school year, to what extent has {CHILD} participated in any gradelevel assessment administered as part of the school's testing program?”_x000D_ _x000D_ SaVisible “True”_x000D_ ----_x000D_ 1. {Child} did not participate in the school's testing or assessment program._x000D_ 2. {Child} participated in alternate assessments and no regular assessments._x000D_ 3. {Child} participated in some alternate assessments and some regular assessments._x000D_ 4. {Child} participated fully in the school's regular testing or assessment program._x000D_ 5. There is no testing or assessment program at this grade level._x000D_ DON'T KNOW |
Expectation for meeting goals and inclusion | SE-RQ1 and SE-RQ5 | EGB050 | Question “During this school year, to what extent has {CHILD} participated in any gradelevel assessment administered as part of the school's testing program?” SaVisible “True” ---- 1. {Child} did not participate in the school's testing or assessment program. 2. {Child} participated in alternate assessments and no regular assessments. 3. {Child} participated in some alternate assessments and some regular assessments. 4. {Child} participated fully in the school's regular testing or assessment program. 5. There is no testing or assessment program at this grade level. DON'T KNOW |
Expectation for meeting goals and inclusion | SE-RQ1 and SE-RQ5 | ||||
| SPB | 32 | Question “How far in school do you expect {CHILD} to go?”_x000D_ ----_x000D_ 1. Receive less than a high school diploma_x000D_ 2. Graduate from high school_x000D_ 3. Attend a vocational or technical school after high school_x000D_ 4. Attend two or more years of college_x000D_ 5. Finish a four- or five-year college degree_x000D_ 6. Earn a master's degree or equivalent_x000D_ 7. Finish a Ph.D., MD, or other advanced degree_x000D_ |
Expected attainment | SE-RQ1 | EGB060 | Question “How far in school do you expect {CHILD} to go?” ---- 1. Receive less than a high school diploma 2. Graduate from high school 3. Attend a vocational or technical school after high school 4. Attend two or more years of college 5. Finish a four- or five-year college degree 6. Earn a master's degree or equivalent 7. Finish a PhD., MD, or other advanced degree |
Expected attainment | SE-RQ1 | Yes | Removed a period in an abbreviation for grammatical consistency. | ||
| SPB | 33 | Question “Thank you very much for answering these questions about {CHILD}. Because {CHILD} did not receive special education services during this school year, no additional information is needed._x000D_ _x000D_ Please click “Finish” to complete your survey for {CHILD} and then check to see if there are any more children assigned to you.” |
Thank you to respondent | NA | TYB900a | Question “Thank you very much for answering these questions about {CHILD}. Because {CHILD} did not receive special education services during this school year, no additional information is needed. Please click "Finish" to complete your survey for {CHILD} and then check to see if there are any more children assigned to you.” |
Thank you to respondent | NA | ||||
| SPB | 51 | Question “Thank you for answering questions about {CHILD} and for taking the time to participate in the Early Childhood Longitudinal Study. Please select “Finish” to complete your survey for {CHILD} and return to the MyECLS website. You can then check to see if there are any more children for whom a survey needs to be completed. NOTE: This survey contains copyrighted material that was adapted and used with permission. Do not use or reproduce without permission. Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33(3): 444-458. Used with permission." |
Thank you to respondent | NA | TYB900b | Question “Thank you for answering questions about {CHILD} and for taking the time to participate in the Early Childhood Longitudinal Study. Please select “Finish” to complete your survey for {CHILD} and return to the MyECLS website. You can then check to see if there are any more children for whom a survey needs to be completed. NOTE: This survey contains copyrighted material that was adapted and used with permission. Do not use or reproduce without permission. Pianta, R. C., & Stuhlman, M. W. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review, 33(3): 444-458. Used with permission.” |
Thank you to respondent | NA |
| Section | FT Item # | FT Item Wording | FT Construct | FT Research Question | S1 National Item # | S1 National Item Wording | S1 National Construct | S1 National Research Question | Added | Dropped | Changed | Rationale for additions, drops, or changes |
| SAQ | A0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA | SCS000 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA | ||||
| SAQ | A1b | Question “This section of the survey contains questions about characteristics of your school. How many instructional days will this school provide during this academic year?”_x000D_ _x000D_ InstResp “Please enter a number below. If this is a year-round school, please provide the number of instructional days a given child would attend.”_x000D_ _x000D_ Pre-unit “Number of Instructional Days”_x000D_ _x000D_ Watermark “Enter number” |
Length of school year | SA-RQ5 | SCS010 | Question “This section of the survey contains questions about characteristics of your school. How many instructional days will this school provide during this academic year?”_x000D_ _x000D_ InstResp “Please enter a number below. If this is a year-round school, please provide the number of instructional days a given child would attend.”_x000D_ _x000D_ Pre-unit “Number of Instructional Days”_x000D_ _x000D_ Watermark “Enter number” |
Length of school year | SA-RQ5 | ||||
| SAQ | A2a | Question “What are the start dates for this school for the 2022-23 school year?”_x000D_ _x000D_ InstResp “Please enter the two-digit month, two-digit day, and four-digit year of 2022 (for example, 08/22/2022).”_x000D_ _x000D_ Pre-unit “Date school started in 2022”_x000D_ _x000D_ Watermark “MM/DD/YYYY” |
Length of school year | SA-RQ5 | SCS020A | Question “What are the start dates for this school for the 2024-2025 school year?” InstResp “Please enter the two-digit month, two-digit day, and four-digit year of 2024 (for example, 08/22/2024).” Pre-unit “Date school started in 2024” Watermark “MM/DD/YYYY” |
Length of school year | SA-RQ5 | Yes | updated school year | ||
| SAQ | A2b | Question: What are the end dates for this school for the 2022-23 school year?”_x000D_ _x000D_ InstResp “Please enter the two-digit month, two-digit day, and four-digit year of 2023 (for example, 05/22/2023).”_x000D_ _x000D_ Pre-unit “Date school ends in 2023”_x000D_ _x000D_ Watermark “MM/DD/YYYY” |
Length of school year | SA-RQ5 | SCS020B | Question: What are the end dates for this school for the 2024-2025 school year?” InstResp “Please enter the two-digit month, two-digit day, and four-digit year of 2025 (for example, 05/22/2025).” Pre-unit “Date school ends in 2025” Watermark “MM/DD/YYYY” |
Length of school year | SA-RQ5 | yes | updated school year | ||
| SAQ | A3a | Question “Approximately, what is the Average Daily Attendance for your school this year?_x000D_ _x000D_ InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."_x000D_ ----_x000D_ 1. Answer as percent average daily attendance_x000D_ 2. Answer as average number of students attending daily_x000D_ |
Enrollment and attendance | SA-RQ3 | SCS030A | Question “Approximately, what is the Average Daily Attendance for your school this year?_x000D_ _x000D_ InstResp "Note: Throughout the survey, click the blue “i” icon for more information about an item."_x000D_ ----_x000D_ 1. Answer as percent average daily attendance_x000D_ 2. Answer as average number of students attending daily_x000D_ |
Enrollment and attendance | SA-RQ3 | ||||
| SAQ | A3b | Question “Approximately, what is the Average Daily Attendance for your school this year?_x000D_ _x000D_ Percent average daily attendance”_x000D_ _x000D_ Watermark “Enter percent” |
Enrollment and attendance | SA-RQ3 | SCS030B | Question “Approximately, what is the Average Daily Attendance for your school this year?_x000D_ _x000D_ Percent average daily attendance”_x000D_ _x000D_ Watermark “Enter percent” |
Enrollment and attendance | SA-RQ3 | ||||
| SAQ | A3c | Question “Approximately, what is the Average Daily Attendance for your school this year?_x000D_ _x000D_ Average number of students attending daily”_x000D_ _x000D_ Watermark “Enter number” |
Enrollment and attendance | SA-RQ3 | SCS030C | Question “Approximately, what is the Average Daily Attendance for your school this year?_x000D_ _x000D_ Average number of students attending daily”_x000D_ _x000D_ Watermark “Enter number” |
Enrollment and attendance | SA-RQ3 | ||||
| SAQ | A5a | Question “The following questions ask about enrollment at your school. Enter the approximate number of children for each of the following. _x000D_ _x000D_ Total enrollment in your school (across all grades) around October 1, 2022 or the date nearest to that for which data are available.”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Enrollment and attendance | SA-RQ3 | SCS040A | Question “The following questions ask about enrollment at your school. Enter the approximate number of children for each of the following. Total enrollment in first grade in your school around October 1, 2024 or the date nearest to that for which data are available.” Pre-unit “Number:” Watermark “Enter number” |
Enrollment and attendance | SA-RQ3 | Yes | Revised to be consistent with SK; updated school year | ||
| SAQ | A5b | Question “Number of children who have enrolled in your school since October 1, 2022. If no children have enrolled in your school since October 1, 2022, enter “0.””_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Enrollment and attendance | SA-RQ3 | SCS040B | Question “Total enrollment in your school (across all grades) around October 1, 2024, or the nearest to that for which data are available. Pre-unit “Number:” Watermark “Enter number” |
Enrollment and attendance | SA-RQ3 | Yes | Revised to be consistent with SK and updated update school year | ||
| SAQ | A5c | Question “Number of children who left your school since October 1, 2022 and have not returned. If no children have left your school since October 1, 2022, enter “0.””_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Enrollment and attendance | SA-RQ3 | Yes | Drop item based on field test report. | ||||||
| SAQ | A6 | Question “Select all grade levels included in your school.”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Ungraded_x000D_ 2. Prekindergarten_x000D_ 3. Transitional (or readiness) kindergarten (TK)_x000D_ 4. Kindergarten_x000D_ 5. Transitional first (or pre-first) grade_x000D_ 6. 1st grade_x000D_ 7. 2nd grade_x000D_ 8. 3rd grade_x000D_ 9. 4th grade_x000D_ 10. 5th grade_x000D_ 11. 6th grade_x000D_ 12. 7th grade_x000D_ 13. 8th grade_x000D_ 14. 9th grade_x000D_ 15. 10th grade_x000D_ 16. 11th grade_x000D_ 17. 12th grade_x000D_ |
School type | SA-RQ3 | SCS050 | Question “Select all grade levels included in your school.”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Ungraded_x000D_ 2. Prekindergarten_x000D_ 3. Transitional (or readiness) kindergarten (TK)_x000D_ 4. Kindergarten_x000D_ 5. Transitional first (or pre-first) grade_x000D_ 6. 1st grade_x000D_ 7. 2nd grade_x000D_ 8. 3rd grade_x000D_ 9. 4th grade_x000D_ 10. 5th grade_x000D_ 11. 6th grade_x000D_ 12. 7th grade_x000D_ 13. 8th grade_x000D_ 14. 9th grade_x000D_ 15. 10th grade_x000D_ 16. 11th grade_x000D_ 17. 12th grade_x000D_ |
School type | SA-RQ3 | ||||
| SAQ | A7 | Question “Which of the following programs does your school currently offer?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Half-day onsite pre-K program_x000D_ 2. Full-day onsite pre-K program_x000D_ 3. Tuition-based full-day onsite pre-K program_x000D_ 4. Half-day kindergarten_x000D_ 5. Full-day kindergarten_x000D_ 6. Tuition-based full-day kindergarten_x000D_ 7. Half-day transitional (or readiness) kindergarten_x000D_ 8. Full-day transitional (or readiness) kindergarten_x000D_ 9. Tuition-based full-day transitional (or readiness) kindergarten_x000D_ 10. Half-day transitional first (or pre-first) grade_x000D_ 11. Full-day transitional first (or pre-first) grade_x000D_ 12. Tuition-based full-day transitional first (or pre-first) grade_x000D_ 13. None of the above_x000D_ |
School programs including full and half-day kindergarten programming, and transitional kindergarten | SA-RQ3 | SCS060 | Question “Which of the following programs does your school currently offer?” InstResp “Select all that apply.” ---- 1. Half-day onsite pre-K program 2. Full-day onsite pre-K program 3. Tuition-based full-day onsite pre-K program 4. Half-day kindergarten 5. Full-day kindergarten 6. Tuition-based full-day kindergarten 7. Half-day transitional (or readiness) kindergarten 8. Full-day transitional (or readiness) kindergarten 9. Tuition-based full-day transitional (or readiness) kindergarten 10. Half-day transitional first (or pre-first) grade 11. Full-day transitional first (or pre-first) grade 12. Tuition-based full-day transitional first (or pre-first) grade |
School programs including full and half-day kindergarten programming, and transitional kindergarten | SA-RQ3 | Yes | Revised to be consistent with SK | ||
| SAQ | A8 | Question “How do children qualify for participation in your school’s transitional (or readiness) kindergarten program?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Student age (for example, students who are young for their first-grade cohort)_x000D_ 2. Universal to all 4 year olds_x000D_ 3. Teacher recommendation_x000D_ 4. Parental request_x000D_ 5. School readiness score_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
School programs including full and half-day kindergarten programming, and transitional kindergarten | SA-RQ3 | Yes | Drop item based on field test report | ||||||
| SAQ | A8OS | Other specify school programs including full and half-day kindergarten programming, and transitional kindergarten | SA-RQ3 | Yes | Drop item based on field test report | |||||||
| SAQ | A9 | Question “How do children qualify for participation in your school’s transitional first (or prefirst) grade program?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Student age (for example, students who are young for their first-grade cohort)_x000D_ 2. Universal to all 5 year olds_x000D_ 3. Teacher recommendation_x000D_ 4. Parental request_x000D_ 5. School readiness score_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
School programs including full and half-day kindergarten programming, and transitional kindergarten | SA-RQ3 | Yes | Drop item based on field test report | ||||||
| SAQ | A9OS | Other specify school programs including full and half-day kindergarten programming, and transitional kindergarten | SA-RQ3 | Yes | Drop item based on field test report | |||||||
| SAQ | A10 | Question “Which of the following characterizes your school?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Regular public school (not including magnet school or school of choice)_x000D_ 2. Public magnet school_x000D_ 3. Charter_x000D_ 4. Catholic_x000D_ 5. Catholic school: Diocesan_x000D_ 6. Catholic school: Parish_x000D_ 7. Catholic school: Private order_x000D_ 8. Other private school, religious affiliation_x000D_ 9. Private school affiliated by NAIS, no religious affiliation_x000D_ 10. Other private school, no religious or NAIS affiliation_x000D_ 11. Early childhood center (school/center includes preschool and/or early grades)_x000D_ 12. Special education school – primarily serves children with disabilities_x000D_ 13. Year-round school_x000D_ 14. Bureau of Indian Education (BIE) or tribal school_x000D_ |
School type (public/private; affiliation; grades; magnet; etc.) | SA-RQ3 | SCS070 | Question “Which of the following characterizes your school?” _x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Regular public school (not including magnet school or school of choice)_x000D_ 2. Public magnet school_x000D_ 3. Charter_x000D_ 4. Catholic_x000D_ 5. Catholic school: Diocesan_x000D_ 6. Catholic school: Parish_x000D_ 7. Catholic school: Private order_x000D_ 8. Other private school, religious affiliation_x000D_ 9. Private school affiliated by NAIS, no religious affiliation_x000D_ 10. Other private school, no religious or NAIS affiliation_x000D_ 11. Early childhood center (school/center includes preschool and/or early grades)_x000D_ 12. Special education school – primarily serves children with disabilities_x000D_ 13. Year-round school_x000D_ 14. Bureau of Indian Education (BIE) or tribal school_x000D_ |
School type (public/private; affiliation; grades; magnet; etc.) | SA-RQ3 | ||||
| SAQ | A10a | Question “In what year did this school start providing instruction as a public charter school?” _x000D_ _x000D_ InstResp “Enter the year.”_x000D_ _x000D_ Watermark “Enter year” |
School type (public/private; affiliation; grades; magnet; etc.) | SA-RQ3 | Yes | Drop item based on field test report | ||||||
| SAQ | A10b | Question “Which of the following characterizes your public charter school? "_x000D_ ----_x000D_ 1. For profit_x000D_ 2. Not for profit_x000D_ |
School type (public/private; affiliation; grades; magnet; etc.) | SA-RQ3 | SCS080 | Question “Which of the following characterizes your public charter school? "_x000D_ ----_x000D_ 1. For profit_x000D_ 2. Not for profit_x000D_ |
School type (public/private; affiliation; grades; magnet; etc.) | SA-RQ3 | ||||
| SAQ | A11a1 | Question “Approximately how many or what percentage of the children in your school belongs to each of the following racial/ethnic groups? _x000D_ _x000D_ Please count each student only once. Hispanic students should only be counted in the Hispanic or Latino/Latina category regardless of race._x000D_ _x000D_ Hispanic or Latino/Latina of any race_x000D_ _x000D_ InstResp “Enter number or percentage. Enter “0” if your school has no children of that racial/ethnic group. {The total on the percent column should add to 100%.}”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | SCS090A1 | Question “Approximately how many or what percentage of the children in your school belongs to each of the following racial/ethnic groups? Please count each student only once. Hispanic students should only be counted in the Hispanic or Latino/Latina category regardless of race. Hispanic or Latino/Latina of any race InstResp “Enter number or percentage. Enter “0” if your school has no children of that racial/ethnic group. {The total on the percent column should add to 100%.}” Pre-unit: “Number:” Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | ||||
| SAQ | A11a2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | SCS090A2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | ||||
| SAQ | A11b1 | Question “American Indian or Alaska Native, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | SCS090B1 | Question “American Indian or Alaska Native, non-Hispanic” Pre-unit: “Number:” Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | ||||
| SAQ | A11b2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | SCS090B2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | ||||
| SAQ | A11c1 | Question “Asian, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | SCS090C1 | Question “Asian, non-Hispanic” Pre-unit: “Number:” Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | ||||
| SAQ | A11c2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | SCS090C2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | ||||
| SAQ | A11d1 | Question “Black or African American, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | SCS090D1 | Question “Black or African American, non-Hispanic” Pre-unit: “Number:” Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | ||||
| SAQ | A11d2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | SCS090D2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | ||||
| SAQ | A11e1 | Question “Native Hawaiian or Other Pacific Islander, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | SCS090E1 | Question “Native Hawaiian or Other Pacific Islander, non-Hispanic” Pre-unit: “Number:” Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | ||||
| SAQ | A11e2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | SCS090E2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | ||||
| SAQ | A11f1 | Question “White, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | SCS090F1 | Question “White, non-Hispanic” Pre-unit: “Number:” Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | ||||
| SAQ | A11f2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | SCS090F2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | ||||
| SAQ | A11g1 | Question “Two or more races, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | SCS090G1 | Question “Two or more races, non-Hispanic” Pre-unit: “Number:” Watermark: “Enter number” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | ||||
| SAQ | A11g2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | SCS090G2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | ||||
| SAQ | A11i1 | Question “During this school year, approximately what percentage of students at your school are...”_x000D_ _x000D_ Chronically absent?”_x000D_ _x000D_ Pre-unit “Percent:”_x000D_ _x000D_ Watermark “Enter percentage”_x000D_ _x000D_ “Don’t know” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | SCS100A | Question “During this school year, approximately what percentage of students at your school are...” Chronically absent?” Pre-unit “Percentage:” Watermark “Enter percentage” “Don’t know” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | Yes | Revised to be consistent with SK | ||
| SAQ | A11i2 | Question “Homeless?”_x000D_ _x000D_ Pre-unit “Percent:”_x000D_ _x000D_ Watermark “Enter percentage”_x000D_ _x000D_ “Don’t know” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | SCS100B | Question “During this school year, approximately what percentage of students at your school are...” Experiencing homelessness?” Pre-unit “Percentage:” Watermark “Enter percentage” “Don’t know” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | Yes | Revised to be consistent with SK | ||
| SAQ | A11i3 | Question “From migrant families?”_x000D_ _x000D_ Pre-unit “Percent:”_x000D_ _x000D_ Watermark “Enter percentage”_x000D_ _x000D_ "Don’t know" |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | SCS100C | Question “From migrant families?” Pre-unit “Percentage:” Watermark “Enter percentage” "Don’t know" |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 | Yes | Revised to be consistent with SK | ||
| SAQ | A12a | Question “About what percentage of the children enrolled in this school are…_x000D_ From the surrounding neighborhood?”_x000D_ _x000D_ Pre-unit “Percent”_x000D_ _x000D_ Watermark “Enter percentage”_x000D_ _x000D_ InstResp: "If none, write “0.”” |
Enrollment and attendance |
SA-RQ3 SA-RQ9 |
SCS110A | Question “About what percentage of the children enrolled in this school are… From the surrounding neighborhood?” Pre-unit “Percentage” Watermark “Enter percentage” |
Enrollment and attendance |
SA-RQ3 SA-RQ9 |
Yes | Revised to be consistent with SK | ||
| SAQ | A12b | Question “Bused to achieve equitable access to resources?”_x000D_ _x000D_ Pre-unit “Percent:”_x000D_ _x000D_ Watermark “Enter percentage” |
Enrollment and attendance |
SA-RQ3 SA-RQ9 |
SCS110B | Question “Bused to achieve equitable access to resources?” Pre-unit “Percentage:” Watermark “Enter percentage” |
Enrollment and attendance |
SA-RQ3 SA-RQ9 |
Yes | Revised to be consistent with SK | ||
| SAQ | A12c | Question “Attending from outside of the surrounding neighborhood to receive a specialized program or service (for example, gifted and talented services, services for children with disabilities, etc.)?”_x000D_ _x000D_ Pre-unit “Percent:”_x000D_ _x000D_ Watermark “Enter percentage” |
Enrollment and attendance |
SA-RQ3 SA-RQ9 |
SCS110C | Question “Attending from outside of the surrounding neighborhood to receive a specialized program or service (for example, gifted and talented services, services for children with disabilities, etc.)?” Pre-unit “Percentage:” Watermark “Enter percentage” |
Enrollment and attendance |
SA-RQ3 SA-RQ9 |
Yes | Revised to be consistent with SK | ||
| SAQ | A12d | Question “Categorically eligible for free meals based on their participation in other specific means-tested programs (for example, Supplemental Nutrition Assistance Program (SNAP), and Temporary Assistance for Needy Families (TANF)?”_x000D_ _x000D_ Pre-unit “Percent:”_x000D_ _x000D_ Watermark “Enter percentage” |
Enrollment and attendance |
SA-RQ3 SA-RQ9 |
SCS110D | Question “Categorically eligible for free meals based on their participation in other specific means-tested programs (for example, Supplemental Nutrition Assistance Program (SNAP), and Temporary Assistance for Needy Families (TANF)?” Pre-unit “Percentage:” Watermark “Enter percentage” |
Enrollment and attendance |
SA-RQ3 SA-RQ9 |
Yes | Revised to be consistent with SK | ||
| SAQ | A12e | Question “Attend the school under public school choice?”_x000D_ _x000D_ Pre-unit “Percent:”_x000D_ _x000D_ Watermark “Enter percentage” |
Enrollment and attendance |
SA-RQ3 SA-RQ9 |
SCS110E | Question “Attend the school under public school choice?” Pre-unit “Percentage:” Watermark “Enter percentage” |
Enrollment and attendance |
SA-RQ3 SA-RQ9 |
Yes | Revised to be consistent with SK | ||
| SAQ | A13 | Question “How many children are currently enrolled in kindergarten classes?”_x000D_ _x000D_ InstResp “Enter number. Please include children enrolled in regular kindergarten, transitional (or readiness) kindergarten, transitional first (or pre-first) grade, or a program that is a kindergarten equivalent but is ungraded or has multiple grades.”_x000D_ _x000D_ Watermark “Enter number” |
Enrollment and attendance |
SA-RQ3 | Yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | A15 | Question “By what date did a child need to turn five to enter kindergarten for this school year, 2022-23?”_x000D_ _x000D_ InstResp “Please enter the two-digit month, two-digit day, and four-digit year (for example, 09/15/2022). If there is no cutoff date, please select that below.”_x000D_ _x000D_ Pre-unit “Date”_x000D_ _x000D_ Watermark “MM/DD/YYYY”_x000D_ _x000D_ “No cutoff date to enter kindergarten” |
Entry age for kindergarten | SA-RQ3 | SCS140 | Question “By what date did a child need to turn five to enter kindergarten for this school year, 2024-25?” InstResp “Please enter the two-digit month, two-digit day, and four-digit year (for example, 09/15/2024). If there is no cutoff date, please select that below.” Pre-unit “Date” Watermark “MM/DD/YYYY” “No cutoff date to enter kindergarten” |
Entry age for kindergarten | SA-RQ3 | Yes | Revised to update school year | ||
| SAQ | A16 | Question “What days of the week is your school in session?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Monday_x000D_ 2. Tuesday_x000D_ 3. Wednesday_x000D_ 4. Thursday_x000D_ 5. Friday_x000D_ 6. Saturday_x000D_ 7. Sunday_x000D_ |
Information on school week (days and length of each day) | SA-RQ3 | SCS150 | Question “What days of the week is your school in session?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Monday_x000D_ 2. Tuesday_x000D_ 3. Wednesday_x000D_ 4. Thursday_x000D_ 5. Friday_x000D_ 6. Saturday_x000D_ 7. Sunday_x000D_ |
Information on school week (days and length of each day) | SA-RQ3 | ||||
| SAQ | A17 | Question “This next set of questions is about school-level breakfast and lunch eligibility and participation Does your school participate in the U.S. Department of Agriculture’s (USDA’s) school breakfast program?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
SCS160 | Question “This next set of questions is about school-level breakfast and lunch eligibility and participation. Does your school participate in the U.S. Department of Agriculture’s (USDA’s) school breakfast program?” ---- 1. Yes 2. No |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
||||
| SAQ | A18a | Question “What time is breakfast served at the school?_x000D_ _x000D_ Time breakfast starts:”_x000D_ _x000D_ Pre-unit “Time”_x000D_ _x000D_ Watermark “hh:mm AM/PM”_x000D_ _x000D_ InstResp “Enter hour (hh), minutes (mm), and time period (AM or PM).” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
Yes | Drop item based on field test report | ||||||
| SAQ | A18b | Question “Time breakfast ends:”_x000D_ _x000D_ Pre-unit “Time”_x000D_ _x000D_ Watermark “hh:mm AM/PM”_x000D_ _x000D_ InstResp “Enter hour (hh), minutes (mm), and time period (AM or PM).” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
Yes | Drop item based on field test report | ||||||
| SAQ | A19a | Question “How many federally-reimbursable school breakfasts did your school serve at free, reduced price, and paid rates over the entire month of October?_x000D_ _x000D_ Paid school breakfasts”_x000D_ _x000D_ Pre-unit “Number of breakfasts:”_x000D_ _x000D_ Watermark “Enter number”_x000D_ _x000D_ InstResp “Please enter the number. If none, enter "0.”" |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
SCS170A | Question “How many federally-reimbursable school breakfasts did your school serve at free, reduced price, and paid rates over the entire month of October?_x000D_ _x000D_ Paid school breakfasts”_x000D_ _x000D_ Pre-unit “Number of breakfasts:”_x000D_ _x000D_ Watermark “Enter number”_x000D_ _x000D_ InstResp “Please enter the number. If none, enter "0.”" |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
||||
| SAQ | A19b | Question “Free school breakfasts”_x000D_ _x000D_ Pre-unit “Number of breakfasts:”_x000D_ _x000D_ Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
SCS170B | Question “Free school breakfasts”_x000D_ _x000D_ Pre-unit “Number of breakfasts:”_x000D_ _x000D_ Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
||||
| SAQ | A19c | Question “Reduced-price school breakfasts”_x000D_ _x000D_ Pre-unit “Number of breakfasts:”_x000D_ _x000D_ Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
SCS170C | Question “Reduced-price school breakfasts”_x000D_ _x000D_ Pre-unit “Number of breakfasts:”_x000D_ _x000D_ Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
||||
| SAQ | A20 | Question “What is the price of a USDA-reimbursable breakfast for students who pay the full price?”_x000D_ _x000D_ InstResp: Enter the most common price (standard price) if your cafeteria offers breakfast at different prices (for example, a higher price for larger portions or a discount for a weekly meal ticket). Enter dollars without cents if the price is dollars with no cents (e.g., 3) or enter both dollars and cents with a decimal point in front of cents (e.g., 3.50)._x000D_ _x000D_ Pre-unit: “Standard full price $”_x000D_ _x000D_ Watermark “00.00” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
Yes | Drop item based on field test report | ||||||
| SAQ | A21 | Question “What is the price of a USDA-reimbursable breakfast for students who pay the reduced price?”_x000D_ _x000D_ InstResp: Enter the most common price (standard price) if your cafeteria offers breakfast at different prices (for example, a higher price for larger portions or a discount for a weekly meal ticket). Enter dollars without cents if the price is dollars with no cents (e.g., 3) or enter both dollars and cents with a decimal point in front of cents (e.g., 3.50)._x000D_ _x000D_ Pre-unit: “Reduced price $”_x000D_ _x000D_ Watermark “00.00” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
Yes | Drop item based on field test report | ||||||
| SAQ | A21c | Question “What are the reasons why your school does not participate in USDA’s school breakfast program?”_x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Too few eligible students_x000D_ 2. Program too costly_x000D_ 3. School starts too late to serve breakfast_x000D_ 4. School lacks facilities to serve breakfast_x000D_ 5. School lacks staff to serve breakfast_x000D_ 91. Other (Please specify):_x000D_ |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
SCS180 | Question “What are the reasons why your school does not participate in USDA’s school breakfast program?” InstResp “Select all that apply” ---- 1. Too few eligible students 2. Program too costly 3. School starts too late to serve breakfast 4. School lacks facilities to serve breakfast 5. School lacks staff to serve breakfast 91. Other |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
||||
| SAQ | A21cOS | Other specify for school breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
Yes | Drop to be consistent with SK | |||||||
| SAQ | A22 | Question “Does your school participate in the U.S. Department of Agriculture’s (USDA’s) school lunch program?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
SCS190 | Question “Does your school participate in the U.S. Department of Agriculture’s (USDA’s) school lunch program?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
||||
| SAQ | A23a | Question “How many federally-reimbursable school lunches did your school serve at free, reduced price, and paid rates over the last month?_x000D_ _x000D_ Paid school lunches”_x000D_ _x000D_ InstResp “Please enter the number. If none, enter "0.”"_x000D_ _x000D_ Pre-unit “Number of lunches:”_x000D_ _x000D_ Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
SCS200A | Question “How many federally-reimbursable school lunches did your school serve at free, reduced price, and paid rates over the entire month of October? Paid school lunches” InstResp “Please enter the number. If none, enter "0.”" Pre-unit “Number of lunches:” Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
||||
| SAQ | A23b | Question “Free school lunches”_x000D_ _x000D_ Pre-unit “Number of lunches”_x000D_ _x000D_ Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
SCS200B | Question “Free school lunches”_x000D_ _x000D_ Pre-unit “Number of lunches”_x000D_ _x000D_ Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
||||
| SAQ | A23c | Question “Reduced-price school lunches”_x000D_ _x000D_ Pre-unit “Number of lunches”_x000D_ _x000D_ Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
SCS200C | Question “Reduced-price school lunches”_x000D_ _x000D_ Pre-unit “Number of lunches”_x000D_ _x000D_ Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
||||
| SAQ | A24 | Question “What is the price of a USDA-reimbursable lunch for students who pay the full price?”_x000D_ _x000D_ InstResp: Enter the most common price (standard price) if your cafeteria offers lunch at different prices (for example, a higher price for larger portions or a discount for a weekly meal ticket). Enter dollars without cents if the price is dollars with no cents (e.g., 3) or enter both dollars and cents with a decimal point in front of cents (e.g., 3.50)._x000D_ _x000D_ Pre-unit: “Standard full price $”_x000D_ _x000D_ Watermark “00.00” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
Yes | Drop item based on field test report | ||||||
| SAQ | A25 | Question “What is the price of a USDA-reimbursable lunch for students who pay the reduced price?”_x000D_ _x000D_ InstResp: Enter the most common price (standard price) if your cafeteria offers lunch at different prices (for example, a higher price for larger portions or a discount for a weekly meal ticket). Enter dollars without cents if the price is dollars with no cents (e.g., 3) or enter both dollars and cents with a decimal point in front of cents (e.g., 3.50)._x000D_ _x000D_ Pre-unit: “Reduced price $”_x000D_ _x000D_ Watermark “00.00” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
Yes | Drop item based on field test report | ||||||
| SAQ | A26a | Question “How many children in your school were approved for free or reduced-price meals as of October, 1, 2022, or the date nearest to that for which data are available?_x000D_ _x000D_ Free school meals”_x000D_ _x000D_ InstResp “Please enter the numbers. If none, enter "0."”_x000D_ _x000D_ Pre-unit “Number approved”_x000D_ _x000D_ Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
SCS210A | Question “How many children in your school were approved for free or reduced-price lunches as of October, 1, 2024, or the date nearest to that for which data are available? Free school meals” InstResp “Please enter the numbers. If none, enter "0."” Pre-unit “Number approved” Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
Yes | Revised to be consisten with SK | ||
| SAQ | A26b | Question “Reduced-price meals”_x000D_ _x000D_ Pre-unit “Number approved”_x000D_ _x000D_ Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
SCS210B | Question “Reduced-price lunches” Pre-unit “Number approved” Watermark “Enter number” |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
Yes | Revised to be consisten with SK | ||
| SAQ | A27 | Question “What are the reasons why your school does not participate in USDA’s school lunch program?”_x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Too few eligible students_x000D_ 2. Program too costly_x000D_ 3. School starts too late to serve lunch_x000D_ 4. School lacks facilities to serve lunch_x000D_ 5. School lacks staff to serve lunch_x000D_ 91. Other (Please specify):_x000D_ |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
SCS210C | Question “What are the reasons why your school does not participate in USDA’s school lunch program?” InstResp “Select all that apply” ---- 1. Too few eligible students 2. Program too costly 3. School ends too early to serve lunch 4. School lacks facilities to serve lunch 5. School lacks staff to serve lunch 91. Other |
School breakfast and lunch programs and the percentage of children eligible for free or reduced-price meals | SA-RQ2 SA-RQ3 SA-RQ7 |
yes | Revised response options so they are applicable for lunch program. | ||
| SAQ | A27OS | Other specify for introduction | NA | Yes | Drop item based on field test report | |||||||
| SAQ | A28 | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the School Characteristics section."_x000D_ _x000D_ InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable."_x000D_ ----_x000D_ 1. Principal/Administrator_x000D_ 2. Vice Principal_x000D_ 3. Counselor_x000D_ 4. School administrative personnel_x000D_ 5. District administrative personnel_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Principal's years in the role of principal | SA-RQ13 | Yes | Drop item based on field test report | ||||||
| SAQ | A28OS | Other specify for Principal's years in the role of principal | SA-RQ13 | Yes | Drop item based on field test report | |||||||
| SAQ | ASTOP | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA | SCS998STOP | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA | ||||
| SAQ | A29 | Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." | Thank you to respondent | NA | SCS999 | Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." | Thank you to respondent | NA | ||||
| SAQ | B0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA | SFS000 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA | ||||
| SAQ | B1a | Question “This section of the survey asks questions about your school’s facilities and resources._x000D_ _x000D_ In general, how adequate are each of the following school facilities for meeting the needs of the children in your school?_x000D_ _x000D_ Cafeteria”_x000D_ _x000D_ InstResp: “Select one response for each row.”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 | SFS010A | Question “This section of the survey asks questions about your school’s facilities and resources. In general, how adequate are each of the following school facilities for meeting the needs of the children in your school? Cafeteria” InstResp: “Select one response for each row.” ---- 1. Do not have 2. Never adequate 3. Often not adequate 4. Sometimes not adequate 5. Always adequate |
Adequacy of facilities and resources |
SA-RQ3 | ||||
| SAQ | B1b | Question “Computer lab”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 | SFS010B | Question “Computer lab”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 | ||||
| SAQ | B1c | Question “Library/media center”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 | SFS010C | Question “Library/media center”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 | ||||
| SAQ | B1d | Question “Art room”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 | SFS010D | Question “Art room”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 | ||||
| SAQ | B1e | Question “Gymnasium”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 | SFS010E | Question “Gymnasium”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 | ||||
| SAQ | B1f | Question “{Continued} In general, how adequate are each of the following school facilities for meeting the needs of the children in your school?_x000D_ _x000D_ Music room”_x000D_ _x000D_ InstResp “Select one response for each row.”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 | SFS010F | Question “{Continued} In general, how adequate are each of the following school facilities for meeting the needs of the children in your school?_x000D_ _x000D_ Music room”_x000D_ _x000D_ InstResp “Select one response for each row.”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 | ||||
| SAQ | B1g | Question “Playground”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 | SFS010G | Question “Playground”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 | ||||
| SAQ | B1h | Question “Classrooms”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 | SFS010H | Question “Classrooms”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 | ||||
| SAQ | B1i | Question “Auditorium”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 | SFS010I | Question “Auditorium”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 | ||||
| SAQ | B1j | Question “Multi-purpose room”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 | SFS010J | Question “Multi-purpose room”_x000D_ ----_x000D_ 1. Do not have_x000D_ 2. Never adequate_x000D_ 3. Often not adequate_x000D_ 4. Sometimes not adequate_x000D_ 5. Always adequate_x000D_ |
Adequacy of facilities and resources |
SA-RQ3 | ||||
| SAQ | B2 | Question “How many children is this school designed to accommodate?”_x000D_ _x000D_ InstResp “Enter number. If none, enter “0.””_x000D_ _x000D_ Pre-unit “Number of children”_x000D_ _x000D_ Watermark “Enter number” |
Adequacy of facilities and resources |
SA-RQ3 | yes | dropped in favor of another item | ||||||
| SAQ | B3a | Question “How many computers in this school are used for…._x000D_ _x000D_ Instructional purposes only?”_x000D_ _x000D_ InstResp “If none, enter “0.””_x000D_ _x000D_ Pre-unit “Number of computers”_x000D_ _x000D_ Watermark “Enter number” |
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other | SA-RQ3 | SFS030A | Question “Please answer the following regarding the availaibility and use of specific technology and equipment at your school. How many computers in this school are used for…. Instructional purposes only?” InstResp “If none, enter “0.”” Pre-unit “Number of computers” Watermark “Enter number” |
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other | SA-RQ3 | Yes | Revised to be consistent with SK | ||
| SAQ | B3b | Question “Both instructional and administrative purposes?”_x000D_ _x000D_ Pre-unit “Number of computers”_x000D_ _x000D_ Watermark “Enter number” |
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other | SA-RQ3 | SFS030B | Question “Both instructional and administrative purposes?” Pre-unit “Number of computers” Watermark “Enter number” |
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other | SA-RQ3 | ||||
| SAQ | B4 | Question “Please describe the availability and use of school desktop computers, laptops, Chromebooks, tablets, or other electronic devices by their type of access.”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ _x000D_ 1. Access to local area network (LAN) only_x000D_ 2. Access to the Internet_x000D_ ----_x000D_ 1. Available at your school_x000D_ 2. Available for use by kindergartners for regular classroom activities_x000D_ 3. Used for assessments taken by students_x000D_ 4. None of the above_x000D_ |
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other | SA-RQ3 | Yes | replaced with new items about technology | ||||||
| SFS200A | Question “Please indicate the availaibity and use of each type of electronic device in your school. Desktop computers" InstResp “Select all that apply.” 1. Available at your school 2. Available for use by first graders for regular classroom activities 3. Used for assessments taken by students 4. Not available |
SA-RQ1 | yes | Technology is a priority interest | ||||||||
| SFS200B | Question "Laptops" InstResp “Select all that apply.” 1. Available at your school 2. Available for use by first graders for regular classroom activities 3. Used for assessments taken by students 4. Not available |
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other | SA-RQ3 | yes | Technology is a priority interest | |||||||
| SFS200C | Question "Chromebooks" InstResp “Select all that apply.” 1. Available at your school 2. Available for use by first graders for regular classroom activities 3. Used for assessments taken by students 4. Not available |
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other | SA-RQ3 | yes | Technology is a priority interest | |||||||
| SFS200D | Question "Tablets" InstResp “Select all that apply.” 1. Available at your school 2. Available for use by first graders for regular classroom activities 3. Used for assessments taken by students 4. Not available |
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other | SA-RQ3 | yes | Technology is a priority interest | |||||||
| SFS200E | Question "White Boards" InstResp “Select all that apply.” 1. Available at your school 2. Available for use by first graders for regular classroom activities 3. Used for assessments taken by students 4. Not available |
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other | SA-RQ3 | yes | Technology is a priority interest | |||||||
| SFS200F | Question "Other specify" InstResp “Select all that apply.” 1. Available at your school 2. Available for use by first graders for regular classroom activities 3. Used for assessments taken by students 4. Not available |
Availability and use (e.g. instructional, administrative, and student assessment) of electronic devices including desktop computers, laptops, Chromebooks, tablets or other | SA-RQ3 | yes | Technology is a priority interest | |||||||
| SAQ | B5 | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the School Facilities and Resources section."_x000D_ _x000D_ InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable."_x000D_ ----_x000D_ 1. Principal/Administrator_x000D_ 2. Vice principal_x000D_ 3. Counselor_x000D_ 4. School administrative personnel_x000D_ 5. District administrative personnel_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Principal's years in the role of principal | SA-RQ13 | Yes | Drop item based on field test report | ||||||
| SAQ | B5OS | Other specify for Principal's years in the role of principal | SA-RQ13 | Yes | Drop item based on field test report | |||||||
| SAQ | BSTOP | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA | SFS998 | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA | ||||
| SAQ | B6 | Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." | Thank you to respondent | NA | SFS999 | Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." | Thank you to respondent | NA | ||||
| SAQ | C0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA | FCS000 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA | ||||
| SAQ | C1 | Question “The next section of the survey contains questions about school-community-family connections. Are any of the following programs or services available to children and their families at your school site?”_x000D_ _x000D_ InstResp “Please include programs run by the school and those run by outside groups. _x000D_ _x000D_ Select all that apply.”_x000D_ ----_x000D_ 1. Before-school child care_x000D_ 2. Half-day care for children in half-day kindergarten_x000D_ 3. After-school child care_x000D_ 4. None of the above_x000D_ |
School-based programs or services for parents and families (e.g. parenting education, adult literacy, and family literacy programs for families whose first language is not English) | SA-RQ7 | FCS010 | Question “The next section of the survey contains questions about school-community-family connections. Are any of the following programs or services available to first-grade children and their families at your school site?” InstResp “Please include programs run by the school and those run by outside groups. Select all that apply.” ---- 1. Before-school child care 2. After-school child care 3. Hearing screening 4. Vision screening |
School-based programs or services for parents and families (e.g. parenting education, adult literacy, and family literacy programs for families whose first language is not English) | SA-RQ7 | Yes | Revised to be consistent with SK | ||
| School-based programs or services for parents and families (e.g. parenting education, adult literacy, and family literacy programs for families whose first language is not English) | SA-RQ7 | FCS020 | Question “Does your school provide any of the following services to children or their families?" InstResp “This service can be provided by making referrals, or hosting other agencies who provide the services on or off site. Select all that apply.” ---- 1. Physical screenings or examinations (other than dental, hearing and vision) 2. Dental screenings or examinations 3. Hearing screenings or examinations 4. Vision screenings or examinations 5. Speech/language screenings or evaluations 6. Developmental assessments 7. Assessments of social skills or behavior problems |
School-based programs or services for parents and families (e.g. parenting education, adult literacy, and family literacy programs for families whose first language is not English) | SA-RQ7 | Yes | Included in SK | |||||
| SAQ | C2 | Question “Are any of the following programs or services for parents and families available at your school site?"_x000D_ _x000D_ InstResp “Please include programs run by the school and those run by outside groups. Select all that apply.”_x000D_ ----_x000D_ 1. Parenting education programs (for example, classes on child development, education in being a parent, understanding children with special needs)_x000D_ 2. Adult literacy program (including Adult Basic Education)_x000D_ 3. Family literacy program_x000D_ 4. Health or social services offered collaboratively by service agencies such as hospitals_x000D_ 5. Orientation to school setting for new families_x000D_ 6. Hearing screening_x000D_ 7. Vision screening_x000D_ 8. Child care so that parents can attend school parent meetings or events_x000D_ 9. Programs to learn English for parents or families whose native language is not English_x000D_ 10. None_x000D_ |
School-based programs or services for parents and families (e.g. parenting education, adult literacy, and family literacy programs for families whose first language is not English) | SA-RQ7 | FCS030 | Question “Are any of the following programs or services for parents and families available at your school site?" InstResp “Please include programs run by the school and those run by outside groups. Select all that apply.” ---- 1. Parenting education programs (for example, classes on child development, education in being a parent, understanding children with special needs) 2. Adult literacy program (including Adult Basic Education) 3. Family literacy program 4. Health or social services offered collaboratively by service agencies such as hospitals 5. Orientation to school setting for new families 8. Child care so that parents can attend school parent meetings or events 9. Programs to learn English for parents or families whose native language is not English 10. None of the above |
School-based programs or services for parents and families (e.g. parenting education, adult literacy, and family literacy programs for families whose first language is not English) | SA-RQ7 | Yes | Revised to be consisten with SK | ||
| SAQ | C3a | Question “Please indicate how often each of the following activities is provided by your school._x000D_ _x000D_ PTA, PTO, or Parent-Teacher-Student organization meetings”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 to 3 times a year_x000D_ 4. 4 to 6 times a year_x000D_ 5. 7 or more times a year_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 | FCS050A | Question “Please indicate how often each of the following activities is provided by your school. PTA, PTO, or Parent-Teacher-Student organization meetings” ---- 1. Never 2. Once a year 3. 2 to 3 times a year 4. 4 to 6 times a year 5. 7 or more times a year |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 | ||||
| SAQ | C3b | Question “Reports of child’s performance provided to parents (for example, report cards)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 to 3 times a year_x000D_ 4. 4 to 6 times a year_x000D_ 5. 7 or more times a year_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 | FCS050B | Question “Reports of child’s performance provided to parents (for example, report cards)”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 to 3 times a year_x000D_ 4. 4 to 6 times a year_x000D_ 5. 7 or more times a year_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 | ||||
| SAQ | C3c | Question “Information on the child’s standardized assessment scores provided to parents”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 to 3 times a year_x000D_ 4. 4 to 6 times a year_x000D_ 5. 7 or more times a year_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 | FCS050C | Question “Information on the child’s standardized assessment scores provided to parents”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 to 3 times a year_x000D_ 4. 4 to 6 times a year_x000D_ 5. 7 or more times a year_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 | ||||
| SAQ | C3d | Question “Teacher-parent conferences”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 to 3 times a year_x000D_ 4. 4 to 6 times a year_x000D_ 5. 7 or more times a year_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 | FCS050D | Question “Teacher-parent conferences”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 to 3 times a year_x000D_ 4. 4 to 6 times a year_x000D_ 5. 7 or more times a year_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 | ||||
| SAQ | C3e | Question “School performances to which parents are invited”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 to 3 times a year_x000D_ 4. 4 to 6 times a year_x000D_ 5. 7 or more times a year_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 | FCS050E | Question “School performances to which parents are invited”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 to 3 times a year_x000D_ 4. 4 to 6 times a year_x000D_ 5. 7 or more times a year_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 | ||||
| SAQ | C3f | Question “Classroom programs like class plays, book nights, or family math nights”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 to 3 times a year_x000D_ 4. 4 to 6 times a year_x000D_ 5. 7 or more times a year_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 | FCS050F | Question “Classroom programs like class plays, book nights, or family math nights”_x000D_ ----_x000D_ 1. Never_x000D_ 2. Once a year_x000D_ 3. 2 to 3 times a year_x000D_ 4. 4 to 6 times a year_x000D_ 5. 7 or more times a year_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 | ||||
| SAQ | C4 | Question “Which of the following does your school use funds raised by your PTA/PTO to support?” _x000D_ _x000D_ InstResp “Please include programs run by the school and those run by outside groups. _x000D_ _x000D_ Select all that apply.”_x000D_ ----_x000D_ 1. Out of school time programming_x000D_ 2. Student tutoring_x000D_ 3. Technology (computer labs, Chromebooks, Smartboards, tablets, etc.)_x000D_ 4. Arts instruction (musical, visual, dance, dramatic arts)_x000D_ 5. Field trips_x000D_ 6. Workshops and other services for parents and caregivers_x000D_ 7. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 | FCS060 | Question “Which of the following does your school use funds raised by your PTA/PTO to support?” InstResp “Please include programs run by the school and those run by outside groups. Select all that apply.” ---- 1. Out of school time programming 2. Student tutoring 3. Technology (computer labs, Chromebooks, Smartboards, tablets, etc.) 4. Arts instruction (musical, visual, dance, dramatic arts) 5. Field trips 6. Workshops and other services for parents and caregivers 7. None of the above 91. Other |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 | Yes | Revised to be consistent with SK | ||
| SAQ | C4os | Other specify for parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 | Yes | Dropped to be consistent with SK | |||||||
| SAQ | C5 | Question “Does your school or district have a policy limiting the amount of additional funding that can be contributed by your school’s PTA/PTO?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Limits on contributions of school parent teacher organizations |
SA-RQ6 | FCS070 | Question “Does your school or district have a policy limiting the amount of additional funding that can be contributed by your school’s PTA/PTO?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Limits on contributions of school parent teacher organizations |
SA-RQ6 | ||||
| SAQ | C6a | Question “During this school year, how often has your school used the following ways to communicate with all parents?_x000D_ _x000D_ Electronic communication to all parents, such as group emails, electronic newsletters, website postings, “robocalls” (mass automated phone calls), text alerts, or other electronic notices.”_x000D_ ----_x000D_ 1. Less than once a month or never_x000D_ 2. Once a month_x000D_ 3. Several times a month_x000D_ 4. Once a week_x000D_ 5. More than once a week_x000D_ |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | SA-RQ6 | FCS080A | Question “During this school year, how often has your school used the following ways to communicate with all parents?_x000D_ _x000D_ Electronic communication to all parents, such as group emails, electronic newsletters, website postings, “robocalls” (mass automated phone calls), text alerts, or other electronic notices.”_x000D_ ----_x000D_ 1. Less than once a month or never_x000D_ 2. Once a month_x000D_ 3. Several times a month_x000D_ 4. Once a week_x000D_ 5. More than once a week_x000D_ |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | SA-RQ6 | ||||
| SAQ | C6b | Question “Non-electronic communication to all parents, such as letters, newsletters, personal phone calls, or other non-electronic messages.”_x000D_ ----_x000D_ 1. Less than once a month or never_x000D_ 2. Once a month_x000D_ 3. Several times a month_x000D_ 4. Once a week_x000D_ 5. More than once a week_x000D_ |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | SA-RQ6 | FCS080B | Question “Non-electronic communication to all parents, such as letters, newsletters, personal phone calls, or other non-electronic messages.”_x000D_ ----_x000D_ 1. Less than once a month or never_x000D_ 2. Once a month_x000D_ 3. Several times a month_x000D_ 4. Once a week_x000D_ 5. More than once a week_x000D_ |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | SA-RQ6 | ||||
| SAQ | C7 | Question “During this school year, has your school used an online tool or website that is available to the general public and that parents can access without a login or password?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | SA-RQ6 | Yes | Drop item based on field test report | ||||||
| SAQ | C8 | Question “During this school year, has your school (or any teacher) used an online tool or website that parents can only access with a login and password to get information about their child, the child’s class, or the school?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | SA-RQ6 | Yes | Drop item based on field test report | ||||||
| SAQ | C9 | Question “Which of the following types of information are provided in the online tool or website that parents can only access with a login and password?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Classroom-specific assignments, including homework_x000D_ 2. Child- or parent-specific information, such as progress reports between grading periods_x000D_ 3. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | SA-RQ6 | Yes | Drop item based on field test report | ||||||
| SAQ | C9os | Other specify for communication with parents and families (e.g. modes of communication, reports of student performance, parent-teacher conferences | SA-RQ6 | Yes | Drop item based on field test report | |||||||
| SAQ | C10a | Question “Please indicate how much you agree or disagree with the following statements about the school’s community and parents. _x000D_ _x000D_ Parents are actively involved in this school’s programs.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 SA-RQ9 |
FCS090A | Question “Please indicate how much you agree or disagree with the following statements about the school’s community and parents. _x000D_ _x000D_ Parents are actively involved in this school’s programs.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 SA-RQ9 |
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| SAQ | C10b | Question “The community served by this school is supportive of its goals and activities.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 SA-RQ9 |
FCS090B | Question “The community served by this school is supportive of its goals and activities.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 SA-RQ9 |
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| SAQ | C10c | Question “Parents of children in this school are welcome to observe classes any time they are in session.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 SA-RQ9 |
FCS090C | Question “Parents of children in this school are welcome to observe classes any time they are in session.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
Parent involvement (e.g., volunteering, attending school events, and PTA) | SA-RQ6 SA-RQ9 |
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| SAQ | C11a | Question “How much of a problem are the following in the neighborhood where this school is located?_x000D_ _x000D_ Tensions based on racial, ethnic, or religious differences"_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ DON'T KNOW |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
FCS100A | Question “How much of a problem are the following in the neighborhood where this school is located?_x000D_ _x000D_ Tensions based on racial, ethnic, or religious differences"_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ DON'T KNOW |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
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| SAQ | C11b | Question “Tensions based on economic differences”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ DON'T KNOW |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
FCS100B | Question “Tensions based on economic differences”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ DON'T KNOW |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
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| SAQ | C11c | Question “Selling or using drugs or excessive drinking in public”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ DON'T KNOW |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
FCS100C | Question “Selling or using drugs or excessive drinking in public”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ DON'T KNOW |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
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| SAQ | C11d | Question “Gangs”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ DON'T KNOW |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
FCS100D | Question “Gangs”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ DON'T KNOW |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
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| SAQ | C11e | Question “{Continued} How much of a problem are the following in the neighborhood where this school is located?_x000D_ _x000D_ Vacant houses and buildings”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ DON'T KNOW |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
FCS100E | Question “{Continued} How much of a problem are the following in the neighborhood where this school is located?_x000D_ _x000D_ Vacant houses and buildings”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ DON'T KNOW |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
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| SAQ | C11f | Question “Violence in the neighborhood”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ DON'T KNOW |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
FCS100F | Question “Violence in the neighborhood”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ DON'T KNOW |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
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| SAQ | C11g | Question “Crime in the neighborhood”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ DON'T KNOW |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
FCS100G | Question “Crime in the neighborhood”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ DON'T KNOW |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
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| SAQ | C11h | Question “Opioid addiction”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ DON'T KNOW |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
FCS100H | Question “Opioid addiction”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Big problem_x000D_ 2. Somewhat of a problem_x000D_ 3. Not a problem_x000D_ DON'T KNOW |
Neighborhood problems (racial tensions, gangs, crime, and opioid addiction) | SA-RQ9 SA-RQ10 |
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| SAQ | C12a | Question “To the best of your knowledge how often do the following types of problems occur at your school?_x000D_ _x000D_ Children bring weapons to school.”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 | FCS110A | Question “To the best of your knowledge how often do the following types of problems occur at your school?_x000D_ _x000D_ Children bring weapons to school.”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 | ||||
| SAQ | C12b | Question “Theft”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 | FCS110B | Question “Theft”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 | ||||
| SAQ | C12c | Question “Physical conflicts among students”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 | FCS110C | Question “Physical conflicts among students”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 | ||||
| SAQ | C12d | Question “Children bringing in or using alcohol at school”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 | FCS110D | Question “Children bringing in or using alcohol at school”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 | ||||
| SAQ | C12e | Question “Children bringing in or using illegal drugs at school”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 | FCS110E | Question “Children bringing in or using illegal drugs at school”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 | ||||
| SAQ | C12f | Question “{Continued} To the best of your knowledge how often do the following types of problems occur at your school?_x000D_ _x000D_ Vandalism of school property”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 | FCS110F | Question “{Continued} To the best of your knowledge how often do the following types of problems occur at your school?_x000D_ _x000D_ Vandalism of school property”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 | ||||
| SAQ | C12g | Question “Student bullying”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 | FCS110G | Question “Student bullying”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 | ||||
| SAQ | C12h | Question “Widespread disorder in classrooms”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 | FCS110H | Question “Widespread disorder in classrooms”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 | ||||
| SAQ | C12i | Question “Class cutting”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 | FCS110I | Question “Class cutting”_x000D_ ----_x000D_ 1. Never happens_x000D_ 2. Happens on occasion_x000D_ 3. Happens at least once a month_x000D_ 4. Happens at least once a week_x000D_ 5. Happens daily_x000D_ |
School problems (e.g. bullying, children bringing weapons to school, children brining drugs to school) | SA-RQ10 | ||||
| SAQ | C13 | Question “Which of the following emergency procedures have your students been drilled on during this school year?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Evacuation_x000D_ 2. Lockdown_x000D_ 3. Shelter in place_x000D_ 4. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | SA-RQ10 | FCS130 | Question “Which of the following emergency procedures have your students been drilled on during this school year?” InstResp “Select all that apply.” ---- 1. Evacuation (for example, fire drill) 2. Shelter in place (for example, used during severe weather, such as a tornado drill, or other environmental threats) 3. Lockdown (for example, live active shooter drill) 4. Lockout (for example, due to criminal activity in the neighborhood) 5. None of the above 91. Other (Please specify): |
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | SA-RQ10 | Yes | Revised to be consistent with SK | ||
| SAQ | C13OS | Other specify for emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | SA-RQ10 | FCS130OS | Other specify for emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | Other specify for emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | SA-RQ10 | |||||
| SAQ | C14a | Question “During this school year, how many days were school activities disrupted due to implementation of the following emergency procedures (not drills)? _x000D_ _x000D_ Evacuation”_x000D_ _x000D_ InstResp “Enter the number of days.”_x000D_ _x000D_ Pre-unit “Number of days:”_x000D_ _x000D_ Watermark “Enter Number” |
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | SA-RQ10 | FCS140 | Question “During this school year, how many days were school activities disrupted due to emergencies (not drills), such as evacuations, lockdowns, shelter in place, severe weather, or other emergency procedures?" InstResp “Enter the number of days.” Pre-unit “Number of days:” Watermark “Enter Number” |
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | SA-RQ10 | Yes | Revised to be consistent with SK | ||
| SAQ | C14b | Question “Lockdown”_x000D_ _x000D_ Pre-unit “Number of days:”_x000D_ _x000D_ Watermark “Enter Number” |
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | SA-RQ10 | Yes | Drop item based on field test report | ||||||
| SAQ | C14c | Question “Shelter in place”_x000D_ _x000D_ Pre-unit “Number of days:”_x000D_ _x000D_ Watermark “Enter Number” |
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | SA-RQ10 | yes | Drop item based on field test report | ||||||
| SAQ | C14d | Question “Other emergency procedures {C13OS}”_x000D_ _x000D_ Pre-unit “Number of days:”_x000D_ _x000D_ Watermark “Enter Number” |
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | SA-RQ10 | yes | Drop item based on field test report | ||||||
| SAQ | C15 | Question “During this school year, which of the following measures has your school implemented to ensure the safety of children?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Require visitors to sign or check in and wear badges_x000D_ 2. Require visitors to present photo ID, which is verified, and used to generate badges_x000D_ 3. Control access to school buildings during school hours (for example, locked or monitored doors)_x000D_ 4. Require metal detector checks on students every day_x000D_ 5. Equip classrooms with locks so that doors can be locked from the inside_x000D_ 6. Close the campus for most or all students during lunch_x000D_ 7. Use one or more random dog sniffs to check for drugs_x000D_ 8. Perform one or more random sweeps for contraband (for example, drugs or weapons), not including dog sniffs_x000D_ 9. Require students to wear uniforms_x000D_ 10. Enforce a strict dress code_x000D_ 11. Provide school lockers to students_x000D_ 12. Require clear book bags or ban book bags on school grounds_x000D_ 13. Have panic buttons or silent alarms that directly connect to law enforcement in the event of an incident_x000D_ 14. Provide a structured anonymous threat reporting system (for example, online submission, telephone hotline, or written submission via drop box)_x000D_ 15. Require students to wear badges or picture IDs_x000D_ 16. Require faculty and staff to wear badges or picture IDs_x000D_ 17. Use of one or more security cameras to monitor the outside of the school (for example, entrance(s), or grounds)_x000D_ 18. Use of one or more security cameras to monitor the inside of the school (for example, lobby, or the hallways)_x000D_ 19. Provide telephones in most classrooms_x000D_ 20. Provide two-way radios to any staff_x000D_ 21. Use of security guards, unarmed_x000D_ 22. Use of security guards, armed_x000D_ 23. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | SA-RQ10 | FCS120 | Question “During this school year, which of the following measures has your school implemented to ensure the safety of children?” InstResp “Select all that apply.” ---- 1. Require visitors to sign or check in and wear badges 2. Require visitors to present photo ID, which is verified, and used to generate badges 3. Require students to wear badges or picture IDs 4. Require faculty and staff to wear badge or picture IDs 5. Control access to school buildings during school hours (for example, locked or monitored doors) 6. Close the campus for most or all students during lunch 7. Require students to wear uniforms 8. Enforce a strict dress code 9. Provide school lockers to students 10. Require clear book bags or ban book bags on school grounds 11. Require metal detector checks on students every day 12. Use one or more random dog sniff to check for drugs 13. Perform one or more random sweeps for contraband (for example, drugs or weapons), not including dog sniffs 14. Equip classrooms with locks so that doors can be locked from the inside 15. Provide telephones in most classrooms 16. Provide two-way radio to any staff 17. Provide a structured anonymous threat reporting system (for example, online submission, telephone hotline, or written submission via drop box) 18. Have panic buttons or silent alarms that directly connect to law enforcement in the event of an incident 19. Use of one or more security cameras to monitor the outside of the school (for example, entrance(s), or grounds) 20. Use of one or more security cameras to monitor the inside of the school (for example, lobby, or the hallways) 21. Use of security guards, unarmed 22. Use of security guards, armed 23. None of the above 91. Other |
Emergency procedure drills (e.g. evacuation, lockdown, shelter in place) | SA-RQ10 | Yes | Revised to be consistent with SK | ||
| SAQ | C15os | Other specify for school-safety measures and drills | SA-RQ10 | yes | Drop to be consistent with SK | |||||||
| SAQ | C16 | Question “Does your school implement any of the following policies and practices related to technology use?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Policy prohibiting student use of cell phones and text messaging devices during school hours_x000D_ 2. Policy limiting student access to social media (network and computers)_x000D_ 3. Practice of web-based instruction_x000D_ 4. Practice of blended learning_x000D_ 5. Practice of providing digital devices (for example, laptop, Chromebook, tablet, etc.) to each student_x000D_ 6. Policy limiting amount of screen time students experience in class_x000D_ 7. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
School policy regarding technology use | SA-RQ3 | FCS150 | Question “Does your school implement any of the following policies and practices related to technology use?” InstResp “Select all that apply.” ---- 1. Policy prohibiting student use of cell phones and text messaging devices during school hours 2. Policy limiting student access to social media (network and computers) 3. Practice of web-based instruction 4. Practice of blended learning 5. Practice of providing digital devices (for example, laptop, Chromebook, tablet, etc.) to each student 6. Policy limiting amount of screen time students experience in class 7. None of the above |
School policy regarding technology use | SA-RQ3 | Yes | Revised to be consistent with SK | ||
| SAQ | C16OS | Other specify for school policy regarding technology use | SA-RQ3 | yes | Drop to be consistent with SK | |||||||
| SAQ | C17a | Question “To what extent is each of the following a problem in this school? _x000D_ _x000D_ Student tardiness”_x000D_ ----_x000D_ 1. Serious problem_x000D_ 2. Moderate problem_x000D_ 3. Minor problem_x000D_ 4. Not a problem_x000D_ |
School climate | SA-RQ10 | FCS170A | Question “To what extent is each of the following a problem in this school? _x000D_ _x000D_ Student tardiness”_x000D_ ----_x000D_ 1. Serious problem_x000D_ 2. Moderate problem_x000D_ 3. Minor problem_x000D_ 4. Not a problem_x000D_ |
School climate | SA-RQ10 | ||||
| SAQ | C17b | Question “Student absenteeism”_x000D_ ----_x000D_ 1. Serious problem_x000D_ 2. Moderate problem_x000D_ 3. Minor problem_x000D_ 4. Not a problem_x000D_ |
School climate | SA-RQ10 | FCS170B | Question “Student absenteeism”_x000D_ ----_x000D_ 1. Serious problem_x000D_ 2. Moderate problem_x000D_ 3. Minor problem_x000D_ 4. Not a problem_x000D_ |
School climate | SA-RQ10 | ||||
| SAQ | C17c | Question “Student aggressive or disruptive behavior”_x000D_ ----_x000D_ 1. Serious problem_x000D_ 2. Moderate problem_x000D_ 3. Minor problem_x000D_ 4. Not a problem_x000D_ |
School climate | SA-RQ10 | FCF170C | Question “Student aggressive or disruptive behavior”_x000D_ ----_x000D_ 1. Serious problem_x000D_ 2. Moderate problem_x000D_ 3. Minor problem_x000D_ 4. Not a problem_x000D_ |
School climate | SA-RQ10 | ||||
| SAQ | C17d | Question “Teacher absenteeism”_x000D_ ----_x000D_ 1. Serious problem_x000D_ 2. Moderate problem_x000D_ 3. Minor problem_x000D_ 4. Not a problem_x000D_ |
School climate | SA-RQ10 | FCS170D | Question “Teacher absenteeism”_x000D_ ----_x000D_ 1. Serious problem_x000D_ 2. Moderate problem_x000D_ 3. Minor problem_x000D_ 4. Not a problem_x000D_ |
School climate | SA-RQ10 | ||||
| SAQ | C17e | Question “Teacher turnover”_x000D_ ----_x000D_ 1. Serious problem_x000D_ 2. Moderate problem_x000D_ 3. Minor problem_x000D_ 4. Not a problem_x000D_ |
School climate | SA-RQ10 | FCS170E | Question “Teacher turnover”_x000D_ ----_x000D_ 1. Serious problem_x000D_ 2. Moderate problem_x000D_ 3. Minor problem_x000D_ 4. Not a problem_x000D_ |
School climate | SA-RQ10 | ||||
| SAQ | C17f | Question “Overcrowding”_x000D_ ----_x000D_ 1. Serious problem_x000D_ 2. Moderate problem_x000D_ 3. Minor problem_x000D_ 4. Not a problem_x000D_ |
School climate | SA-RQ10 | FCS170F | Question “Overcrowding”_x000D_ ----_x000D_ 1. Serious problem_x000D_ 2. Moderate problem_x000D_ 3. Minor problem_x000D_ 4. Not a problem_x000D_ |
School climate | SA-RQ10 | ||||
| FCS170G | Question “To what extent is each of the following a problem in this school? Student mobility” ---- 1. Serious problem 2. Moderate problem 3. Minor problem 4. Not a problem |
School climate | SA-RQ10 | yes | Added | |||||||
| FCS170H | Question “Declining enrollment” ---- 1. Serious problem 2. Moderate problem 3. Minor problem 4. Not a problem |
School climate | SA-RQ10 | yes | Interest in issues affecting schools | |||||||
| FCS170I | Question “Number of students receiving free or reduced-price lunch” ---- 1. Serious problem 2. Moderate problem 3. Minor problem 4. Not a problem |
School climate | SA-RQ10 | yes | Interest in issues affecting schools | |||||||
| FCS170J | Question “Teacher vacancies” ---- 1. Serious problem 2. Moderate problem 3. Minor problem 4. Not a problem |
School climate | SA-RQ10 | yes | Interest in teacher related issues affecting schools | |||||||
| FCS170K | Question “Filling teaching positions with fully certified teachers” ---- 1. Serious problem 2. Moderate problem 3. Minor problem 4. Not a problem |
School climate | SA-RQ10 | yes | Interest in teacher related issues affecting schools | |||||||
| SAQ | C18a | Question “During the past year, to what extent did any of the following changes occur at your school? _x000D_ _x000D_ Funding levels decreased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 | Yes | Drop item based on field test report | ||||||
| SAQ | C18b | Question “Enrollment increased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 | Yes | Drop item based on field test report | ||||||
| SAQ | C18c | Question “Enrollment decreased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 | Yes | Drop item based on field test report | ||||||
| SAQ | C18d | Question “The number of students receiving free or reduced-price lunch increased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 | Yes | Drop item based on field test report | ||||||
| SAQ | C18e | Question “Student mobility increased (that is, the number of students transferring in and out of the school increased)”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 | Yes | Drop item based on field test report | ||||||
| SAQ | C18f | Question “There has been a reduction in staffing”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 | Yes | Drop item based on field test report | ||||||
| SAQ | C18g | Question “{Continued} During the past year, to what extent did any of the following changes occur at your school? _x000D_ _x000D_ Class sizes increased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 | Yes | Drop item based on field test report | ||||||
| SAQ | C18h | Question “Class sizes decreased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 | Yes | Drop item based on field test report | ||||||
| SAQ | C18i | Question “Salaries increased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 | Yes | Drop item based on field test report | ||||||
| SAQ | C18j | Question “Salaries decreased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 | Yes | Drop item based on field test report | ||||||
| SAQ | C18k | Question “Number of English language learners (ELL) increased”_x000D_ ----_x000D_ 1. Not at all_x000D_ 2. Small extent_x000D_ 3. Moderate extent_x000D_ 4. Large extent_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 | Yes | Drop item based on field test report | ||||||
| SAQ | C19 | Question “During the past year, were changes made to your school’s assigned attendance area?"_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Recent changes at the school.(e.g. funding levels, enrollment, student mobility, staffing, class size, percent of ELL students percent of students eligible for free and reduced priced-lunch) | SA-RQ10 | Yes | Drop item based on field test report | ||||||
| SAQ | C20 | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the School-Family-Community Connections section.”_x000D_ _x000D_ InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.”_x000D_ ----_x000D_ 1. Principal/Administrator_x000D_ 2. Vice principal_x000D_ 3. Counselor_x000D_ 4. School administrative personnel_x000D_ 5. District administrative personnel_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Principal's years in the role of principal | SA-RQ13 | Yes | Drop item based on field test report | ||||||
| SAQ | C20OS | Other specify for Principal's years in the role of principal | SA-RQ13 | Yes | Drop item based on field test report | |||||||
| SAQ | G2a | Question “Does your school currently have any staff members who do the following as their primary role or one of their primary roles?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective READING instruction_x000D_ 2. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective MATH instruction_x000D_ 3. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective behavioral supports_x000D_ 4. A school staff member who supports teachers in collecting, organizing, and managing assessment data_x000D_ 5. A school staff member who supports teachers in the interpretation and use of assessment data to guide instruction_x000D_ 6. None of the above_x000D_ |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
FCS200 | Question “Does your school currently have any staff members who do the following as their primary role or one of their primary roles?” InstResp “Select all that apply.” ---- 1. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective READING instruction 2. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective MATH instruction 3. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective behavioral supports 4. A school staff member who supports teachers in collecting, organizing, and managing assessment data 5. A school staff member who supports teachers in the interpretation and use of assessment data to guide instruction 6. A paraprofessional or teacher assistant (that is, an additional staffer beyond the classroom teacher(s)) designated to each first-grade classroom 7. None of the above |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
||||
| SAQ | CSTOP | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA | FCS998 | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA | ||||
| SAQ | C21 | Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." | Thank you to respondent | NA | FCS999 | Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." | Thank you to respondent | NA | ||||
| SAQ | D0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA | SPS000 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA | ||||
| SAQ | D1 | Question “During this school year, have any of the following programs been implemented at this school?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Multi-Tiered System of Support (MTSS)_x000D_ 2. Social-Emotional Learning (SEL) program_x000D_ 3. Positive Behavior Interventions and Supports (PBIS)_x000D_ 4. Violence prevention program_x000D_ 5. School climate and community program_x000D_ 6. None of the above_x000D_ |
Programs to support positive student behavior (e.g. MTSS, SEL, PBIS) | SA-RQ7 SA-RQ12 |
SPS030 | Question “The next section asks about your school's policies and practices in specific areas. During this school year, have any of the following programs been implemented at this school?” InstResp “Select all that apply.” ---- 1. Multi-Tiered System of Support (MTSS) 2. Social-Emotional Learning (SEL) program 3. Positive Behavior Interventions and Supports (PBIS) 4. Violence prevention program 5. School climate and community program 6. Restorative justice program 7. None of the above |
Programs to support positive student behavior (e.g. MTSS, SEL, PBIS) | SA-RQ7 SA-RQ12 |
Yes | Revised to be consistent with SK | ||
| SAQ | D2 | Question “Which of the following statements describe your school’s promotion and retention practices or policies for kindergartners?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Children can be retained in kindergarten._x000D_ 2. Children can be promoted in kindergarten._x000D_ 3. This school has a formal retention policy._x000D_ 4. This school has a formal promotion policy._x000D_ 5. None of the above_x000D_ |
Retention policies and practices | SA-RQ3 | Yes | Drop item based on field test report | ||||||
| SAQ | D3 | Question “Which of the following statements describe your school’s retention practices or policies for retaining kindergartners?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Kindergartners can be retained for maturational reasons (for example, social/emotional immaturity)._x000D_ 2. Kindergartners can be retained at the request of their parents._x000D_ 3. Kindergartners can be retained due to academic deficiencies (for example, below grade level)._x000D_ 4. Kindergartners can be retained due to failing a schoolwide standardized test._x000D_ 5. Kindergartners can be retained more than once in each grade._x000D_ 6. Kindergartners can be retained without parents’ permission._x000D_ 7. Kindergartners with disabilities can be retained._x000D_ 8. None of the above_x000D_ |
Retention policies and practices | SA-RQ3 | Yes | dropped this item is not needed for new schools | ||||||
| SAQ | D4 | Question “How many kindergarten children were retained last school year?” Watermark “Enter number” |
Retention policies and practices | SA-RQ3 | SPS060 | Question “How many kindergarten children were retained last school year?”_x000D_ _x000D_ Watermark “Enter number” |
Retention policies and practices | SA-RQ3 | ||||
| SAQ | D5 | Question “How many first-grade children were retained last school year?”_x000D_ _x000D_ Watermark “Enter number” |
Retention policies and practices | SA-RQ3 | SPS065 | Question “How many first-grade children were retained last school year?” Watermark “Enter number” |
Retention policies and practices | SA-RQ3 | ||||
| SAQ | D6 | Question “During this school year, were any children in your school assigned in-school or out of school suspension?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 | ||||||||
| SAQ | D7a | Question “During this school year, how many children in your school who were assigned in-school or out of school suspension were…_x000D_ _x000D_ Male”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 | SPS080A | Question “During this school year, how many children were assigned in-school or out of school suspension?" Number of children assigned in-school or out of school suspension in all grades?” Watermark “Enter number” |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 | Yes | Revised to be consistent with SK | ||
| SAQ | D7b | Question “Female”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 | SPS080B | Question “Number of children enrolled in first grade assigned in-school or out of school suspension” Watermark “Enter number” |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 | Yes | Revised to be consistent with SK | ||
| SAQ | D7c | Question “Another gender”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 | Yes | Revised to be consistent with SK | ||||||
| SAQ | D7d | Question “Unknown gender”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 | Yes | Revised to be consistent with SK | ||||||
| SAQ | D7e | Question “English language learners”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 | Yes | Drop item based on field test report | ||||||
| SAQ | D7f | Question “Students with disabilities”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 | Yes | Drop item based on field test report | ||||||
| SAQ | D7g | Question “{Continued} During this school year, how many children in your school who were assigned in-school or out of school suspension were…_x000D_ _x000D_ Hispanic or Latino/Latina of any race”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 | Yes | Drop item based on field test report | ||||||
| SAQ | D7h | Question “American Indian or Alaska Native, non-Hispanic”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 | Yes | Drop item based on field test report | ||||||
| SAQ | D7i | Question “Asian, non-Hispanic”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 | Yes | Drop item based on field test report | ||||||
| SAQ | D7j | Question “Black or African American, non-Hispanic”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 | Yes | Drop item based on field test report | ||||||
| SAQ | D7k | Question “Native Hawaiian or Other Pacific Islander, non-Hispanic”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 | Yes | Drop item based on field test report | ||||||
| SAQ | D7l | Question “White, non-Hispanic”_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 | Yes | Drop item based on field test report | ||||||
| SAQ | D7m | Question “Two or more races, non-Hispanic"_x000D_ ----_x000D_ 1. None_x000D_ 2. A few_x000D_ 3. A quarter_x000D_ 4. About half_x000D_ 5. More than half_x000D_ 6. All or almost all_x000D_ 7. Not applicable - Student type not at this school_x000D_ |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 | Yes | Drop item based on field test report | ||||||
| SAQ | D8a | Question “For each of the following statements about reading and math, indicate how strongly you agree or disagree. _x000D_ _x000D_ This school has a set of clear, predetermined, grade-level benchmarks (that is, cut scores, goals/targets, or percentiles) that are used to determine which students are struggling or at risk of failure in reading.”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ DON'T KNOW |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 | SPS200A | Question “For each of the following statements about reading and math, indicate how strongly you agree or disagree. _x000D_ _x000D_ This school has a set of clear, predetermined, grade-level benchmarks (that is, cut scores, goals/targets, or percentiles) that are used to determine which students are struggling or at risk of failure in reading.”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ DON'T KNOW |
Equitable school practices (e.g. suspensions and identification for gifted and talented programs) | SA-RQ3 | ||||
| SAQ | D8b | Question “At this school, we use data from screening tests to determine if core instruction in reading is meeting the needs of most of our students.”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ DON'T KNOW |
Use of benchmarks and screeening tests in reading and math | SA-RQ1 SA-RQ12 |
SPS200B | Question “At this school, we use data from screening tests to determine if core instruction in reading is meeting the needs of most of our students.”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ DON'T KNOW |
Use of benchmarks and screeening tests in reading and math | SA-RQ1 SA-RQ12 |
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| SAQ | D8c | Question “This school has a set of clear, predetermined grade-level benchmarks (that is, cut scores, goals/targets, or percentiles) that are used to determine which students are struggling or at risk of failure in math.”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ DON'T KNOW |
Use of benchmarks and screeening tests in reading and math | SA-RQ1 SA-RQ12 |
SPS200C | Question “This school has a set of clear, predetermined grade-level benchmarks (that is, cut scores, goals/targets, or percentiles) that are used to determine which students are struggling or at risk of failure in math.”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ DON'T KNOW |
Use of benchmarks and screeening tests in reading and math | SA-RQ1 SA-RQ12 |
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| SAQ | D8d | Question “At this school, we use data from screening tests to determine if core instruction in math is meeting the needs of most of our students.”_x000D_ _x000D_ SaVisible "True"._x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ DON'T KNOW |
Use of benchmarks and screeening tests in reading and math | SA-RQ1 SA-RQ12 |
SPS200D | Question “At this school, we use data from screening tests to determine if core instruction in math is meeting the needs of most of our students.” SaVisible "True". ---- 1. Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree DON'T KNOW |
Use of benchmarks and screeening tests in reading and math | SA-RQ1 SA-RQ12 |
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| SAQ | D9 | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the School Policies and Practices section.”_x000D_ _x000D_ InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.”_x000D_ ----_x000D_ 1. Principal/Administrator_x000D_ 2. Vice principal_x000D_ 3. Counselor_x000D_ 4. School administrative personnel_x000D_ 5. District administrative personnel_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Principal's years in the role of principal | SA-RQ13 | Yes | Drop item based on field test report | ||||||
| SAQ | D9OS | Other specify for Principal's years in the role of principal | SA-RQ13 | Yes | Drop item based on field test report | |||||||
| SAQ | DSTOP | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA | PPS998 | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA | ||||
| SAQ | D10 | Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." | Thank you to respondent | NA | PPS999 | Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." | Thank you to respondent | NA | ||||
| SAQ | E0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA | |||||
| SAQ | E1 | Question “The next section contains questions about your school’s programs for particular populations. During this school year, did this school provide any of the following services for students experiencing housing insecurity or homelessness?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Referrals to shelter or safe housing_x000D_ 2. Crisis intervention services_x000D_ 3. Access to showers, toiletries, and hygiene supplies_x000D_ 4. Access to laundry_x000D_ 5. Food for students outside of school day_x000D_ 6. Not applicable – This school did not provide any of the services listed above_x000D_ 91. Other (Please specify):_x000D_ |
Services provided to students experiencing homelessness or housing insecurity | SA-RQ3 SA-RQ7 |
Yes | Revised to be consistent with SK | ||||||
| SAQ | E1OS | Other specify for services provided to students experiencing homelessness or housing insecurity | SA-RQ3 SA-RQ7 |
Yes | Dropped to be consistent with SK | |||||||
| SAQ | E2 | Question “Do any of the children in this school come from a home where a language other than English is spoken?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 SA-RQ8 |
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| SAQ | E3a | Question “What percentage of children in this school and in first grade are English language learners (ELL)?_x000D_ _x000D_ ELL among all students in school_x000D_ _x000D_ Pre-unit “Percent ELL”_x000D_ _x000D_ Watermark “Enter percentage” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 SA-RQ8 |
PPS030A | Question “The next section contains questions about your school’s programs for particular populations. What percentage of children in this school and in first grade are English language learners (ELL)? ELL among all students in school Pre-unit “Percent ELL” Watermark “Enter percentage” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 SA-RQ8 |
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| SAQ | E3b | Question “ELL among students in first grade”_x000D_ _x000D_ Pre-unit “Percent ELL”_x000D_ _x000D_ Watermark “Enter percentage” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 SA-RQ8 |
PPS030B | Question “ELL among students in first grade”_x000D_ _x000D_ Pre-unit “Percent ELL”_x000D_ _x000D_ Watermark “Enter percentage” |
Student demographics: race/ethnicity, students from migrant families, those experiencing homelessness, language minority students, catchment area, and students with disabilities | SA-RQ3 SA-RQ8 |
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| SAQ | E4a | Question “What percentage of first-grade children receive ESL (English as a Second Language), bilingual, or dual-language (also known as two-way immersion) instruction?_x000D_ _x000D_ Percent receiving ESL instruction_x000D_ _x000D_ In regular classroom”_x000D_ _x000D_ InstResp: Enter "0" if instruction is not provided or if instruction is provided but no first-grade students receive the instruction._x000D_ _x000D_ Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ1 SA-RQ7 SA-RQ12 |
PPS040A | Question “What percentage of first-grade children receive ESL (English as a Second Language), bilingual, or dual-language (also known as two-way immersion) instruction?_x000D_ _x000D_ Percent receiving ESL instruction_x000D_ _x000D_ In regular classroom”_x000D_ _x000D_ InstResp: Enter "0" if instruction is not provided or if instruction is provided but no first-grade students receive the instruction._x000D_ _x000D_ Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ1 SA-RQ7 SA-RQ12 |
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| SAQ | E4b | Question “In pull-out setting”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ1 SA-RQ7 SA-RQ12 |
PPS040B | Question “In pull-out setting”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ1 SA-RQ7 SA-RQ12 |
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| SAQ | E4c | Question “Percent receiving bilingual instruction _x000D_ _x000D_ In regular classroom”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ1 SA-RQ7 SA-RQ12 |
PPS040C | Question “Percent receiving bilingual instruction _x000D_ _x000D_ In regular classroom”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ1 SA-RQ7 SA-RQ12 |
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| SAQ | E4d | Question “In pull-out setting”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ1 SA-RQ7 SA-RQ12 |
PPS040D | Question “In pull-out setting”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ1 SA-RQ7 SA-RQ12 |
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| SAQ | E4e | Question “Percent receiving dual-language instruction_x000D_ _x000D_ In regular classroom”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ1 SA-RQ7 SA-RQ12 |
PPS040E | Question “Percent receiving dual-language instruction_x000D_ _x000D_ In regular classroom”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ1 SA-RQ7 SA-RQ12 |
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| SAQ | E4f | Question “In pull-out setting”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ1 SA-RQ7 SA-RQ12 |
PPS040F | Question “In pull-out setting”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ1 SA-RQ7 SA-RQ12 |
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| SAQ | E5 | Question “Please indicate which of the following services are provided to families of children from households where a language other than English is spoken.”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Translators are made available to parents for parent/teacher and parent/school staff meetings and/or meetings are conducted in the parents' non-English language_x000D_ 2. Translation of written communications are provided to these families_x000D_ 3. Home visits are made to families of these children_x000D_ 4. An outreach worker assists in enrolling these children when first entering school_x000D_ 5. The school conducts special parent meetings for families from a non-English background_x000D_ 6. None of the above_x000D_ |
Delivery of instruction to English Language Learners (ELL) (ESL, bilingual, and dual language) and services for language minority (LM) families (translators made available during meetings, written materials translated into native language) | SA-RQ8 | ||||||||
| SAQ | E6a | Question “Since the beginning of this school year, how many students have been newly evaluated at your school to determine if they are eligible for an IEP?”_x000D_ _x000D_ Pre-unit “Number of students”_x000D_ _x000D_ Watermark “Enter number” |
Identification of students for special education services | SA-RQ4 | PPS045 | Question “Since the beginning of this school year, how many students have been newly evaluated at your school to determine if they are eligible for an IEP?” Pre-unit “Number of students” Watermark “Enter number” |
Identification of students for special education services | SA-RQ4 | ||||
| SAQ | E6b | Question “Of those students who have been newly evaluated at your school this school year, how many were found eligible for an IEP, including those who may have an IEP for speech only?”_x000D_ _x000D_ Pre-unit “Number of students”_x000D_ _x000D_ Watermark “Enter number” |
Identification of students for special education services | SA-RQ4 | PPS046 | Question “Of those students who have been newly evaluated at your school this school year, how many were found eligible for an IEP, including those who may have an IEP for speech only?” Pre-unit “Number of students” Watermark “Enter number” |
Identification of students for special education services | SA-RQ4 | ||||
| SAQ | E7 | Question “Are there any children with disabilities in this school receiving special education on any of the following plans?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Individualized Education Program (IEP)_x000D_ 2. 504 plans based on section 504 of the Rehabilitation Act_x000D_ 3. Neither of these_x000D_ |
Delivery of special education and related services to children with disabilities | SA-RQ3 SA-RQ12 |
PPS060 | Question “Are there any children with disabilities in this school receiving special education on any of the following plans?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Individualized Education Program (IEP)_x000D_ 2. 504 plans based on section 504 of the Rehabilitation Act_x000D_ 3. Neither of these_x000D_ |
Delivery of special education and related services to children with disabilities | SA-RQ3 SA-RQ12 |
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| SAQ | E8a | Question “Approximately what percentage of your first graders is in each of the following instructional programs?”_x000D_ _x000D_ Special education (with Individualized Education Program (IEP))”_x000D_ _x000D_ InstResp “Enter percent”_x000D_ _x000D_ “Not offered in first grade”_x000D_ _x000D_ “Not offered in any grade”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of special education and related services to children with disabilities | SA-RQ3 SA-RQ12 |
PPS070A | Question “Approximately what percentage of your first graders is in each of the following instructional programs?” Special education (with Individualized Education Program (IEP))” “Not offered in first grade” “Not offered in any grade” Watermark “Enter percent” |
Delivery of special education and related services to children with disabilities | SA-RQ3 SA-RQ12 |
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| SAQ | E8b | Question “{Approximately what percentage of your first graders is in each of the following instructional programs?}_x000D_ _x000D_ Accommodations through a 504 plan”_x000D_ _x000D_ {InstResp “Enter percent”}_x000D_ _x000D_ “Not offered in first grade”_x000D_ _x000D_ “Not offered in any grade”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of special education and related services to children with disabilities | SA-RQ3 SA-RQ12 |
PPS070B | Question “{Approximately what percentage of your first graders is in each of the following instructional programs?} Accommodations through a 504 plan” “Not offered in first grade” “Not offered in any grade” Watermark “Enter percent” |
Delivery of special education and related services to children with disabilities | SA-RQ3 SA-RQ12 |
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| SAQ | E8c | Question “{Approximately what percentage of your first graders is in each of the following instructional programs?}_x000D_ _x000D_ Reading instruction for students performing below grade level in reading”_x000D_ _x000D_ {InstResp “Enter percent”}_x000D_ _x000D_ “Not offered in first grade”_x000D_ _x000D_ “Not offered in any grade”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of special education and related services to children with disabilities | SA-RQ3 SA-RQ12 |
PPS070C | Question “{Approximately what percentage of your first graders is in each of the following instructional programs?} Reading instruction for students performing below grade level in reading” “Not offered in first grade” “Not offered in any grade” Watermark “Enter percent” |
Delivery of special education and related services to children with disabilities | SA-RQ3 SA-RQ12 |
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| SAQ | E8d | Question “Math instruction for students performing below grade level in math”_x000D_ _x000D_ InstResp "Enter percent" _x000D_ _x000D_ “Not offered in first grade”_x000D_ _x000D_ “Not offered in any grade”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of special education and related services to children with disabilities | SA-RQ3 SA-RQ12 |
PPS070D | Question “Math instruction for students performing below grade level in math” “Not offered in first grade” “Not offered in any grade” Watermark “Enter percent” |
Delivery of special education and related services to children with disabilities | SA-RQ3 SA-RQ12 |
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| SAQ | E8e | Question “A gifted and talented program”_x000D_ _x000D_ InstResp "Enter percent" _x000D_ _x000D_ “Not offered in first grade”_x000D_ _x000D_ “Not offered in any grade”_x000D_ _x000D_ Watermark “Enter percent” |
Delivery of special education and related services to children with disabilities | SA-RQ3 SA-RQ12 |
PPS070E | Question “A gifted and talented program” “Not offered in first grade” “Not offered in any grade” Watermark “Enter percent” |
Delivery of special education and related services to children with disabilities | SA-RQ3 SA-RQ12 |
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| SAQ | E9 | Question “How are students identified for special education programs at this school?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Universal screening_x000D_ 2. Teacher referral_x000D_ 3. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Identification of students for special education services | SA-RQ4 | PPS100 | Question “How are students identified for special education programs at this school?” InstResp “Select all that apply.” ---- 1. Universal screening 2. Teacher referral 3. Parent referral 4. None of the above 5. Students are not identified for special educaiton programs at this school |
Identification of students for special education services | SA-RQ4 | Yes | Revised to be consistent with SK | ||
| SAQ | E9OS | Other specify for identification of students for special education services | SA-RQ4 | Yes | dropped to be consistent with SK | |||||||
| SAQ | E10 | Question “How are students identified for gifted and talented programs at this school?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Universal screening_x000D_ 2. Teacher referral_x000D_ 3. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Identification of students for gifted and talented program | SA-RQ4 | PPS090 | Question “How are students identified for gifted and talented programs at this school?” InstResp “Select all that apply.” ---- 1. Universal screening 2. Teacher referral 3. Parent referral 4. None of the above 5. Not applicable - gifted and talented program not available |
Identification of students for gifted and talented program | SA-RQ4 | Yes | Revised to be consistent with SK | ||
| SAQ | E10OS | Other specify for identification of students for gifted and talented program | SA-RQ3 | Yes | dropped to be consistent with SK | |||||||
| SAQ | E11 | Question “What method(s) are used in your school to determine special education eligibility for students with learning disabilities?”_x000D_ _x000D_ InstResp: “Select all that apply.”_x000D_ ----_x000D_ 1. IQ-achievement discrepancy model which shows whether there is a discrepancy between expected performance and actual performance_x000D_ 2. Response to Intervention (RtI) model_x000D_ 91. Other (Please specify):_x000D_ |
Idetnfication of students for special eduction | SA-RQ4 | PPS150 | Question “What method(s) are used in your school to determine special education eligibility for students with learning disabilities?”_x000D_ _x000D_ InstResp: “Select all that apply.”_x000D_ ----_x000D_ 1. IQ-achievement discrepancy model which shows whether there is a discrepancy between expected performance and actual performance_x000D_ 2. Response to Intervention (RtI) model_x000D_ 91. Other (Please specify):_x000D_ |
Idetnfication of students for special eduction | SA-RQ4 | ||||
| SAQ | E11OS | Other specify for idetnfication of students for special eduction | SA-RQ3 | PPS150OS | Other specify for idetnfication of students for special eduction | SA-RQ3 | ||||||
| SAQ | E12 | Question “Where are children with Individual Education Programs (IEPs) typically served in this school?”_x000D_ ----_x000D_ 1. Children with IEPs are not served in this school._x000D_ 2. Children with IEPs typically spend most of their day in separate classes._x000D_ 3. Children with IEPs typically spend most of their day in the regular classroom._x000D_ |
Delivery of special education and related services to children with disabilities | SA-RQ1 SA-RQ3 SA-RQ12 |
PPS110 | Question “Where are children with Individual Education Programs (IEPs) typically served in this school?”_x000D_ ----_x000D_ 1. Children with IEPs are not served in this school._x000D_ 2. Children with IEPs typically spend most of their day in separate classes._x000D_ 3. Children with IEPs typically spend most of their day in the regular classroom._x000D_ |
Delivery of special education and related services to children with disabilities | SA-RQ1 SA-RQ3 SA-RQ12 |
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| SAQ | E13 | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the School Programs for Particular Populations section.”_x000D_ _x000D_ InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.”_x000D_ ----_x000D_ 1. Principal/Administrator_x000D_ 2. Vice principal_x000D_ 3. Counselor_x000D_ 4. School administrative personnel_x000D_ 5. District administrative personnel_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Principal's years in the role of principal | SA-RQ13 | Yes | Drop item based on field test report | ||||||
| SAQ | E13OS | Other specify for Principal's years in the role of principal | SA-RQ13 | yes | Drop item based on field test report | |||||||
| SAQ | ESTOP | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA | PPS998 | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA | ||||
| SAQ | E14 | Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." | Thank you to respondent | NA | PPS999 | Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." | Thank you to respondent | NA | ||||
| SAQ | F0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA | FPS000 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA | ||||
| SAQ | F1a | Question “This set of questions is for public schools. Please confirm whether your school is public or private.”_x000D_ ----_x000D_ 1. Public_x000D_ 2. Private_x000D_ |
School type (public/private; affiliation; grades; magnet; etc.) | SA-RQ3 | FPS010A | Question “This set of questions is for public schools. Please confirm whether your school is public or private.”_x000D_ ----_x000D_ 1. Public_x000D_ 2. Private_x000D_ |
School type (public/private; affiliation; grades; magnet; etc.) | SA-RQ3 | ||||
| SAQ | F1b | Question “The next set of items pertain to the provisions of the Every Student Succeeds Act (ESSA), including funding under Titles I and III. _x000D_ _x000D_ Did your school receive Federal Title I funds for this school year?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable_x000D_ |
Receipt of Title I and Title III funding | SA-RQ1 | FPS010B | Question “The next set of items pertain to the provisions of the Every Student Succeeds Act (ESSA), including funding under Titles I and III. _x000D_ _x000D_ Did your school receive Federal Title I funds for this school year?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ 3. Not applicable_x000D_ |
Receipt of Title I and Title III funding | SA-RQ1 | ||||
| SAQ | F2 | Question “Is your school operating a Title I targeted assistance or schoolwide program?”_x000D_ ----_x000D_ 1. Targeted assistance program_x000D_ 2. Schoolwide program_x000D_ |
Services and programs/ Title I, including services for kindergartners | SA-RQ1 SA-RQ2 |
FPS020 | Question “Is your school operating a Title I targeted assistance or schoolwide program?” ---- 1. Targeted assistance program 2. Schoolwide program 3. Not operating a Title 1 program |
Services and programs/ Title I, including services for kindergartners | SA-RQ1 SA-RQ2 |
Yes | Revised to be consistent with SK | ||
| SAQ | F3 | Question “Does your school use Title I funds for any of the following purposes?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. To serve children in a pull-out setting_x000D_ 2. To serve children in an in-class setting_x000D_ 3. To reduce class size_x000D_ 4. To provide extended time learning opportunities before and/or after school for children_x000D_ 5. To provide professional development activities_x000D_ 6. To provide family literacy services_x000D_ 7. To provide summer learning opportunities_x000D_ 8. None of the above_x000D_ |
Services and programs/ Title I, including services for kindergartners | SA-RQ1 SA-RQ2 |
FPS040 | Question “Does your school use Title I funds for any of the following purposes?” InstResp “Select all that apply.” ---- 1. To serve children in a pull-out setting 2. To serve children in an in-class setting 3. To reduce class size 4. To provide extended time learning opportunities before and/or after school for children 5. To provide professional development activities 6. To provide family literacy services 7. To provide summer learning opportunities 8. To progive programs or services for infants and toddlers (e.g., playgroups) 9. To provide prekindergarten for children ages 3 and 4 10. None of the above |
Services and programs/ Title I, including services for kindergartners | SA-RQ1 SA-RQ2 |
Yes | Revised to be consistent with SK | ||
| SAQ | F4 | Question “Did your school receive Federal Title III funds for this school year?”_x000D_ _x000D_ InstResp “Title III is for “Language Instruction for Limited English Proficient and Immigrant Students.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receipt of Title I and Title III funding | SA-RQ1 SA-RQ2 |
FPS050 | Question “Did your school receive Federal Title III funds for this school year?”_x000D_ _x000D_ InstResp “Title III is for “Language Instruction for Limited English Proficient and Immigrant Students.”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Receipt of Title I and Title III funding | SA-RQ1 SA-RQ2 |
||||
| SAQ | F5 | Question “Does your school use Title III funds for any of the following purposes?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. To serve children in a pull-out setting for second language instruction_x000D_ 2. To serve children in an in-class setting for second language instruction_x000D_ 3. To provide extended time learning opportunities before and/or after school for children_x000D_ 4. To improve the entire educational program through a schoolwide program_x000D_ 5. To provide professional development activities for teachers who serve English language learners_x000D_ 6. To provide family literacy services (usually done out of Title III immigrant funds)_x000D_ 7. To provide summer learning opportunities_x000D_ 8. To provide student support in the student's home language for second language instruction_x000D_ 9. None of the above_x000D_ |
Services and programs/ Title III, including services for kindergartners | SA-RQ1 SA-RQ2 |
FPS060 | Question “Does your school use Title III funds for any of the following purposes?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. To serve children in a pull-out setting for second language instruction_x000D_ 2. To serve children in an in-class setting for second language instruction_x000D_ 3. To provide extended time learning opportunities before and/or after school for children_x000D_ 4. To improve the entire educational program through a schoolwide program_x000D_ 5. To provide professional development activities for teachers who serve English language learners_x000D_ 6. To provide family literacy services (usually done out of Title III immigrant funds)_x000D_ 7. To provide summer learning opportunities_x000D_ 8. To provide student support in the student's home language for second language instruction_x000D_ 9. None of the above_x000D_ |
Services and programs/ Title III, including services for kindergartners | SA-RQ1 SA-RQ2 |
||||
| SAQ | F6 | Question “The next items address federal requirements. At the end of the LAST school year (2021-2022), what was this school’s status?”_x000D_ ----_x000D_ 1. Unclassified_x000D_ 2. Comprehensive improvement_x000D_ 3. Targeted support_x000D_ |
School status relative to ESSA school performance categories (e.g. unclassified, comprehensive improvement, and targeted support) | SA-RQ1 | FPS080 | Question “The next items address federal requirements. At the end of the LAST school year (2023-2024), what was this school’s status?” ---- 1. Unclassified 2. Comprehensive improvement 3. Targeted support |
School status relative to ESSA school performance categories (e.g. unclassified, comprehensive improvement, and targeted support) | SA-RQ1 | Yes | Changed school year | ||
| SAQ | F7a | Question “Which of the following actions has this school taken, in response to the need for improvement?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Developed or revised a two-year school improvement plan_x000D_ 2. Offered students the choice to transfer to another public school_x000D_ 3. Offered supplemental educational services to students from low-income families_x000D_ 4. Replaced school staff_x000D_ 5. Implemented a new curriculum based on scientifically based research_x000D_ 6. Extended the school day or school year_x000D_ 7. Appointed an outside expert to advise the school on its progress_x000D_ 8. Reorganized the school internally_x000D_ 9. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
School status relative to ESSA school performance categories (e.g. unclassified, comprehensive improvement, and targeted support) | SA-RQ1 | FPS090 | Question “Which of the following actions has this school taken in response to the need for improvement?” InstResp “Select all that apply.” ---- 1. Developed or revised a two-year school improvement plan 2. Offered students the choice to transfer to another public school 3. Offered direct student services to students from low-income families not otherwise available at a student's school. For example, enrollment and participation in academic course, credit recovery, academic acceleration, or other personalization of learning 4. Replaced school staff 5. Implemented a new curriculum based on scientifically based research 6. Extended the school day or school year 7. Appointed an outside expert to advise the school on its progress 8. Reorganized the school internally 9. None of the above |
School status relative to ESSA school performance categories (e.g. unclassified, comprehensive improvement, and targeted support) | SA-RQ1 | Yes | Revised to be consistent with SK | ||
| SAQ | F7aOS | Other specify for school status relative to ESSA school performance categories (e.g. unclassified, comprehensive improvement, and targeted support) | SA-RQ1 | Yes | Dropped to be consistent with SK | |||||||
| SAQ | F7b | Question “This set of questions is about grade 3 students. Does this school have grade 3 students?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | SA-RQ3 | FPS100Box | Question “Select here if grade 3 is not offered at this school." |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | SA-RQ3 | Yes | Revised to be consistent with SK | ||
| SAQ | F8a | Question “Based on recent state assessments, what percentage of the grade 3 students in your school in the prior school year (2021-22) scored “proficient” or above in the following subjects? Reading or verbal skills” Pre-unit “Percentage:” Watermark: “Enter percentage” InstResp “If not applicable, enter “0.”” |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | SA-RQ3 | FPS100A | Question “Based on recent state assessments, what percentage of the grade 3 students in your school in the prior school year (2023-24) scored “proficient” or above in the following subjects? Reading or verbal skills” Pre-unit “Percentage:” Watermark: “Enter percentage” InstResp “Enter percentage. If not applicable, enter “0.”” |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | SA-RQ3 | Yes | Revised to be consistent with SK | ||
| SAQ | F8b | Question “Mathematics or quantitative skills”_x000D_ _x000D_ Pre-unit “Percentage:”_x000D_ _x000D_ Watermark: “Enter percentage”_x000D_ _x000D_ InstResp “If not applicable, enter “0.”” |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | SA-RQ3 | FPS100B | Question “Mathematics or quantitative skills” Pre-unit “Percentage:” Watermark: “Enter percentage” InstResp “Enter percentage. If not applicable, enter “0.”” |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | SA-RQ3 | Yes | Revised to be consistent with SK | ||
| SAQ | F8c | Question “Science”_x000D_ _x000D_ Pre-unit “Percentage:”_x000D_ _x000D_ Watermark: “Enter percentage”_x000D_ _x000D_ InstResp “If not applicable, enter “0.”” |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | SA-RQ3 | FPS100C | Question “Science” Pre-unit “Percentage:” Watermark: “Enter percentage” InstResp “Enter percentage. If not applicable, enter “0.”” |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | SA-RQ3 | Yes | Revised to be consistent with SK | ||
| SAQ | F8d | Question “English language proficiency for English language learners (ELL)”_x000D_ _x000D_ Pre-unit “Percentage:”_x000D_ _x000D_ Watermark: “Enter percentage”_x000D_ _x000D_ InstResp “If not applicable, enter “0.”” |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | SA-RQ3 | FPS100D | Question “English language proficiency for English language learners (ELL)” Pre-unit “Percentage:” Watermark: “Enter percentage” InstResp “Enter percentage. If not applicable, enter “0.”” |
State assessment data (e.g. percent of students proficient and above in Reading and Math) | SA-RQ3 | Yes | revised to be consistent with SK | ||
| SAQ | F9 | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the Federal Programs section.”_x000D_ _x000D_ InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.”_x000D_ ----_x000D_ 1. Principal/Administrator_x000D_ 2. Vice principal_x000D_ 3. Counselor_x000D_ 4. School administrative personnel_x000D_ 5. District administrative personnel_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Principal's years in the role of principal | SA-RQ13 | Yes | dropped based on field test | ||||||
| SAQ | F9OS | Other specify for Principal's years in the role of principal | SA-RQ13 | Yes | dropped based on field test | |||||||
| SAQ | FSTOP | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA | FPS998 | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA | ||||
| SAQ | F10 | Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." | Thank you to respondent | NA | FPS999 | Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." | Thank you to respondent | NA | ||||
| SAQ | G0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA | ||||||||
| SAQ | G1a1 | Question “The next set of questions are about characteristics of staff at your school. Approximately how many staff members does your school currently have in the following categories?_x000D_ _x000D_ Regular classroom teachers”_x000D_ _x000D_ InstResp: “Please enter the number of staff members who work full time at your school and the number of staff who work part time at your school. If a staff member is shared with other schools, count that person as ‘part time’ in your school. Place each staff member in only one staff category. If a staff member fits more than one category, pick the category most descriptive of his/her work. If there are no staff in your school in a category, enter “0.””_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1a2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1b1 | Question “ESL/bilingual education/language immersion/ELL instruction teachers”_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1b2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1c1 | Question “Drama, music, or art teachers”_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1c2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1d1 | Question “Gym/PE or health teachers”_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1d2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1e1 | Question “Special education teachers and related service providers (for example, speech therapist, physical therapist, adaptive physical education, etc.)”_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1e2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1f1 | Question “Paraprofessionals (for example, classroom aides)”_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1f2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1g1 | Question “Teachers of gifted/talented students”_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1g2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1h1 | Question “{Continued} Approximately how many staff members does your school currently have in the following categories?_x000D_ _x000D_ Reading specialists and interventionists”_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1h2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1i1 | Question “Math specialists and interventionists”_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1i2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1j1 | Question “School nurses or health professionals”_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1j2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1k1 | Question “School psychologists and social workers”_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1k2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1l1 | Question “Counselors (for example, guidance or academic counselors)”_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1l2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1m1 | Question “Library media specialists/librarians”_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1m2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1n1 | Question “Computer/technology teachers or support staff”_x000D_ _x000D_ Pre-unit: “Full time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G1n2 | Pre-unit: “Part time:”_x000D_ _x000D_ Watermark: “Enter number” |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
yes | dropped to reduce burden in favor of another items | ||||||
| SAQ | G2a | Question “Does your school currently have any staff members who do the following as their primary role or one of their primary roles?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective READING instruction_x000D_ 2. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective MATH instruction_x000D_ 3. A school staff member who provides ongoing training or support to classroom teachers in the delivery of effective behavioral supports_x000D_ 4. A school staff member who supports teachers in collecting, organizing, and managing assessment data_x000D_ 5. A school staff member who supports teachers in the interpretation and use of assessment data to guide instruction_x000D_ 6. None of the above_x000D_ |
Total number of full- and part-time teachers, specialists, nurses, and paraprofessionals | SA-RA3 SA-RQ10 |
Yes | Revised to be consistent with SK | ||||||
| SAQ | G2b | Question “Indicate how much you agree or disagree with the following statements about your school and staff._x000D_ _x000D_ InstResp “Mark one response on each row.”_x000D_ _x000D_ There is consensus among administrators and teachers on goals and expectations.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | SA-RQ3 SA-RQ10 |
Yes | dropped based on field test | ||||||
| SAQ | G2c | Question “We have an active professional development program for teachers.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | SA-RQ3 SA-RQ10 |
yes | dropped based on field test | ||||||
| SAQ | G2d | Question “Teachers are very active in planning staff development activities in this school.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | SA-RQ3 SA-RQ10 |
yes | dropped based on field test | ||||||
| SAQ | G2e | Question “There is adequate time for teacher professional development.”_x000D_ ----_x000D_ 1. Strongly disagree_x000D_ 2. Disagree_x000D_ 3. Neither agree nor disagree_x000D_ 4. Agree_x000D_ 5. Strongly agree_x000D_ |
School climate | SA-RQ3 SA-RQ10 |
yes | dropped based on field test | ||||||
| SAQ | G3a1 | Question “What percentage of your part–time and full-time teachers, including regular classroom, ELL/Bilingual, remedial, special education, art, music, and physical education teachers, belongs to each of the following racial/ethnic groups?_x000D_ _x000D_ Hispanic or Latino/Latina of any race”_x000D_ _x000D_ InstResp “Enter number or percentage. Enter “0” if your school has no teachers of that racial/ethnic group. The total on the percent column should add to 100%.”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
yes | revised to be consistent with SK | ||||||
| SAQ | G3a2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
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| SAQ | G3b1 | Question “American Indian or Alaska Native, non-Hispanic”_x000D_ _x000D_ InstResp: Enter number or percentage. Enter “0” if your school has no children of that racial/ethnic group. The total on the percent column should add to 100%._x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
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| SAQ | G3b2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
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| SAQ | G3c1 | Question “Asian, non-Hispanic”_x000D_ _x000D_ InstResp: Enter number or percentage. Enter “0” if your school has no children of that racial/ethnic group. The total on the percent column should add to 100%._x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
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| SAQ | G3c2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
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| SAQ | G3d1 | Question “Black or African American, non-Hispanic”_x000D_ _x000D_ InstResp: Enter number or percentage. Enter “0” if your school has no children of that racial/ethnic group. The total on the percent column should add to 100%._x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
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| SAQ | G3d2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
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| SAQ | G3e1 | Question “Native Hawaiian or Other Pacific Islander, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
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| SAQ | G3e2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
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| SAQ | G3f1 | Question “White, non-Hispanic”_x000D_ _x000D_ Pre-unit: “Number:”_x000D_ _x000D_ Watermark: “Enter number” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
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| SAQ | G3f2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
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| SAQ | G3g1 | Question “Two or more races, non-Hispanic”_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
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| SAQ | G3g2 | Question “or” _x000D_ _x000D_ Pre-unit: “Percent:”_x000D_ _x000D_ Watermark: “Enter percent” |
The racial and ethnic composition of teaching staff | SA-RA3 SA-RQ10 |
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| SAQ | G4 | Question “Are monetary incentives such as cash bonuses, salary increases, or different steps on the salary schedule used in your school to reward teachers for…”_x000D_ _x000D_ InstResp “Select all that apply”_x000D_ ----_x000D_ 1. Improved performance on state tests?_x000D_ 2. Reaching target goals on state tests?_x000D_ |
Teacher compensation (base salary range, average starting salary, and monetary incentives) | SA-RA3 SA-RQ10 |
yes | dropped based on field test | ||||||
| SAQ | G5a | Question “Please indicate the number of regular classroom teachers who have joined or left your school since the start of the school year. _x000D_ _x000D_ Number of regular classroom teachers who have started teaching in your school since the start of the school year?"_x000D_ _x000D_ InstResp “Enter in the approximate numbers. If no teachers have left or started your school during the school year, enter “0.””_x000D_ _x000D_ Pre-unit “Number:”_x000D_ _x000D_ Watermark “Enter number” |
Teacher mobility | SA-RQ10 | yes | dropped based on field test | ||||||
| SAQ | G5b | Question “Number of regular classroom teachers who have left your school since the start of the school year, and have not returned?”_x000D_ _x000D_ Watermark “Enter number” |
Teacher mobility | SA-RQ10 | yes | dropped based on field test | ||||||
| SAQ | G5c | Question “Number of regular classroom teachers for whom this school year is their first year of teaching?”_x000D_ _x000D_ Watermark “Enter number” |
New to teaching | SA-RQ3 SA-RQ10 |
yes | dropped based on field test | ||||||
| SAQ | G5d | Question “Number of regular classroom teachers for whom this school year is their first year of teaching in this school?”_x000D_ _x000D_ Watermark “Enter number” |
New to school | SA-RQ3 | yes | dropped based on field test | ||||||
| SAQ | G6 | Question “Please select the position that best describes you and, if applicable, any other staff who helped complete the Staffing and Teacher Characteristics section.”_x000D_ _x000D_ InstResp “Select all that apply. Select the one that best describes you and any other staff who completed this section, if applicable.”_x000D_ ----_x000D_ 1. Principal/Administrator_x000D_ 2. Vice Principal_x000D_ 3. Counselor_x000D_ 4. School administrative personnel_x000D_ 5. District administrative personnel_x000D_ 6. None of the above_x000D_ 91. Other (Please specify):_x000D_ |
Principal's years in the role of principal | SA-RQ13 | yes | dropped based on field test | ||||||
| SAQ | G6OS | Other specify for Principal's years in the role of principal | SA-RQ13 | yes | dropped based on field test | |||||||
| SAQ | GSTOP | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA | ||||||||
| SAQ | G7 | Question: "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions." | Thank you to respondent | NA | ||||||||
| SAQ | H0 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA | SAS000 | Question “Thank you for launching the ECLS survey! _x000D_ _x000D_ Here are some tips to keep in mind when completing the survey: _x000D_ •Complete the survey on a desktop or laptop computer using Chrome, Edge, or Safari, if possible._x000D_ •Use the “Next” and “Back” buttons at the bottom of the screen to move through the survey. Do not use your browser arrows. _x000D_ •If you need to stop the survey before finishing and return at a later time, please select “Save and Exit.” When you return to the survey, you will be taken where you left off._x000D_ •To protect your privacy, you will be logged off if you are idle for 10 minutes. _x000D_ •Some questions in the survey have additional information to help you, if needed. To view this additional information, select the blue "i” icon._x000D_ •You may skip any questions that you do not want to answer._x000D_ _x000D_ Please click on the “Next” button below to start the survey.” |
Introduction | NA | ||||
| SAQ | H1 | Question “The next section is designed to be answered only by the school administrator, and is linked to your unique PIN. Designees who may be selected to complete other sections of this survey on your behalf do not have access to this section. This is to ensure that your responses in this section are private. _x000D_ _x000D_ What is your gender?”_x000D_ ----_x000D_ 1. Male_x000D_ 2. Female_x000D_ 3. Another gender_x000D_ |
Principal’s gender, age, and race/ethnicity | SA-RQ13 | SAS010 | Question “The next section is designed to be answered only by the school administrator, and is linked to your unique survey profile. Designees who may be selected to complete other sections of this survey on your behalf do not have access to this section. This is to ensure that your responses in this section are private. What is your gender?” ---- 1. Male 2. Female 3. Another gender |
Principal’s gender, age, and race/ethnicity | SA-RQ13 | yes | revised to be consistent with SK | ||
| SAQ | H2 | Question “In what year were you born?”_x000D_ _x000D_ Watermark: “Enter year” |
Principal’s gender, age, and race/ethnicity | SA-RQ13 | ||||||||
| SAQ | H3 | Question “Are you Hispanic or Latino/Latina?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Principal’s gender, age, and race/ethnicity | SA-RQ13 | Yes | Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | ||||||
| SAQ | H4 | Question “Which best describes your race?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. American Indian or Alaska Native_x000D_ 2. Asian_x000D_ 3. Black or African American_x000D_ 4. Native Hawaiian or Other Pacific Islander_x000D_ 5. White_x000D_ |
Principal’s gender, age, and race/ethnicity | SA-RQ13 | SAS020a | Question “What is your race and/or ethnicity?” InstResp “Select all that apply.” ---- 1. American Indian or Alaska Native 2. Asian 3. Black or African American 4. Hispanic or Latino 5. Middle Eastern or North African 6. Native Hawaiian or Pacific Islander 7. White |
Principal’s gender, age, and race/ethnicity | SA-RQ13 | Yes | Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | ||
| SAS020b | Question “{Next, we will collect detailed information for each race or ethnicity selected.} You said that you are American Indian or Alaska Native. Please provide details below. Enter, for example, Navajo Nation, Blackfeet Tribe of the Blackfeet Indian Reservation of Montana, Native Village of Barrow Inupiat Traditional Government, Nome Eskimo Community, Aztec, Maya, etc.” |
Principal’s gender, age, and race/ethnicity | SA-RQ13 | Yes | Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| SAS020c | Question “{Next, we will collect detailed information for each race or ethnicity selected.} You said that you are Asian. Provide details below. Select all that apply.” 1 Chinese 2 Asian Indian 3 Filipino 4 Vietnamese 5 Korean 6 Japanese |
Principal’s gender, age, and race/ethnicity | SA-RQ13 | Yes | Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| SAS020cOS | Question "Enter, for example, Pakistani, Hmong, Afghan, etc." | Principal’s gender, age, and race/ethnicity | SA-RQ13 | Yes | Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| SAS020d | Question “{Next, we will collect detailed information for each race or ethnicity selected.} You said that you are Black or African American. Provide details below. Select all that apply.” 1 African American 2 Jamaican 3 Haitian 4 Nigerian 5 Ethiopian 6 Somali |
Principal’s gender, age, and race/ethnicity | SA-RQ13 | Yes | Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| SAS020dOS | Question "Enter, for example, Trinidadian and Tobagonian, Ghanaian, Congolese, etc." | Principal’s gender, age, and race/ethnicity | SA-RQ13 | Yes | Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| SAS020e | Question “{Next, we will collect detailed information for each race or ethnicity selected.} You said that you are Hispanic or Latino. Provide details below. Select all that apply.” 1 Mexican 2 Puerto Rican 3 Salvadoran 4 Cuban 5 Dominican 6 Guatemalan |
Principal’s gender, age, and race/ethnicity | SA-RQ13 | Yes | Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| SAS020eOS | Question "Enter, for example, Colombian, Honduran, Spaniard, etc." | Principal’s gender, age, and race/ethnicity | SA-RQ13 | Yes | Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| SAS020f | Question “{Next, we will collect detailed information for each race or ethnicity selected.} You said that you are Middle Eastern or North African. Provide details below. Select all that apply.” 1 Lebanese 2 Iranian 3 Egyptian 4 Syrian 5 Iraqi 6 Israeli |
Principal’s gender, age, and race/ethnicity | SA-RQ13 | Yes | Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| SAS020fOS | Question "Enter, for example, Moroccan, Yemeni, Kurdish, etc." | Principal’s gender, age, and race/ethnicity | SA-RQ13 | Yes | Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| SAS020g | “{Next, we will collect detailed information for each race or ethnicity selected.} You said that you are Native Hawaiian or Pacific Islander. Provide details below. Select all that apply.” 1 Native Hawaiian 2 Somoan 3 Chamorro 4 Tongan 5 Fijian 6 Marshallese |
Principal’s gender, age, and race/ethnicity | SA-RQ13 | Yes | Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| SAS020gOS | Question "Enter, for example, Chuukese, Palauan, Tahitian, etc." | Principal’s gender, age, and race/ethnicity | SA-RQ13 | Yes | Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| SAS020h | “{Next, we will collect detailed information for each race or ethnicity selected.} You said that you are White. Provide details below. Select all that apply.” 1 English 2 German 3 Irish 4 Italian 5 Polish 6 Scottish |
Principal’s gender, age, and race/ethnicity | SA-RQ13 | Yes | Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| SAS020hOS | Question "Enter, for example, French, Swedish, Norwegian, etc." | Principal’s gender, age, and race/ethnicity | SA-RQ13 | Yes | Item revised to align with OMB’s Statistical Policy Directive No. 15: Standards for Maintaining, Collecting, and Presenting Federal Data on Race and Ethnicity. | |||||||
| SAQ | H5a | Question “How many years of experience do you have in each of the following positions, including years in which you worked part time?_x000D_ _x000D_ Years as a teacher before becoming a school administrator or principal”_x000D_ _x000D_ InstResp: “Enter number of years to the nearest full school year. If this is your first year, write "1."”_x000D_ _x000D_ Watermark: “Enter years” |
Principal’s years in the role of teacher | SA-RQ13 | SAS050A | Question “How many years of experience do you have in each of the following positions, including years in which you worked part time?_x000D_ _x000D_ Years as a teacher before becoming a school administrator or principal”_x000D_ _x000D_ InstResp: “Enter number of years to the nearest full school year. If this is your first year, write "1."”_x000D_ _x000D_ Watermark: “Enter years” |
Principal’s years in the role of teacher | SA-RQ13 | ||||
| SAQ | H5b | Question “Total number of years as a school administrator or principal at any school”_x000D_ _x000D_ InstResp: “Enter number of years to the nearest full school year. If this is your first year, write "1."”_x000D_ _x000D_ Watermark: “Enter years” |
Principal’s years in the role of teacher | SA-RQ13 | SAS050B | Question “Total number of years as a school administrator or principal at any school”_x000D_ _x000D_ InstResp: “Enter number of years to the nearest full school year. If this is your first year, write "1."”_x000D_ _x000D_ Watermark: “Enter years” |
Principal’s years in the role of teacher | SA-RQ13 | ||||
| SAQ | H5c | Question “Number of years as a school administrator or principal at this school”_x000D_ _x000D_ InstResp: “Enter number of years to the nearest full school year. If this is your first year, write "1."”_x000D_ _x000D_ Watermark: “Enter years” |
Principal’s years in the role of teacher | SA-RQ13 | SAS050C | Question “Number of years as a school administrator or principal at this school”_x000D_ _x000D_ InstResp: “Enter number of years to the nearest full school year. If this is your first year, write "1."”_x000D_ _x000D_ Watermark: “Enter years” |
Principal’s years in the role of teacher | SA-RQ13 | ||||
| SAQ | H6 | Question “Through which of the following types of training programs did you receive preparation for fulfilling your role as a school administrator?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Traditional university-based training certification program_x000D_ 2. District-based training program (for example, the Boston's Lynch-BPS Principal Fellowship, New York City Leadership Academy’s Aspiring Principals Program, Chicago’s LAUNCH program)_x000D_ 3. City-based training program (for example, Cleveland’s First Ring Leadership Academy)_x000D_ 4. State-based training program (for example, New Jersey EXCEL)_x000D_ 5. Training and/or certification program run by a national non-profit organization (for example, KIPP School Leadership Program, New Leaders)_x000D_ 6. Another school administration preparation program_x000D_ 7. None of the above_x000D_ |
Principal’s formal education | SA-RQ13 | SAS060 | Question “Through which of the following types of training programs did you receive preparation for fulfilling your role as a school administrator?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Traditional university-based training certification program_x000D_ 2. District-based training program (for example, the Boston's Lynch-BPS Principal Fellowship, New York City Leadership Academy’s Aspiring Principals Program, Chicago’s LAUNCH program)_x000D_ 3. City-based training program (for example, Cleveland’s First Ring Leadership Academy)_x000D_ 4. State-based training program (for example, New Jersey EXCEL)_x000D_ 5. Training and/or certification program run by a national non-profit organization (for example, KIPP School Leadership Program, New Leaders)_x000D_ 6. Another school administration preparation program_x000D_ 7. None of the above_x000D_ |
Principal’s formal education | SA-RQ13 | ||||
| SAQ | H7 | Question “What is the highest level of education you have completed?”_x000D_ ----_x000D_ 1. High school diploma or equivalent/GED_x000D_ 2. Associate’s degree_x000D_ 3. Bachelor’s degree_x000D_ 4. At least one year of coursework beyond a Bachelor’s degree but not a graduate degree_x000D_ 5. Master’s degree_x000D_ 6. Education specialist or professional diploma based on at least one year of course work past a Master’s degree level_x000D_ 7. Doctorate or an advanced professional degree beyond a Master's degree (for example, EdD, PhD, JD, or MD)_x000D_ |
Principal’s formal education | SA-RQ13 | SAS070 | Question “What is the highest level of education you have completed?”_x000D_ ----_x000D_ 1. High school diploma or equivalent/GED_x000D_ 2. Associate’s degree_x000D_ 3. Bachelor’s degree_x000D_ 4. At least one year of coursework beyond a Bachelor’s degree but not a graduate degree_x000D_ 5. Master’s degree_x000D_ 6. Education specialist or professional diploma based on at least one year of course work past a Master’s degree level_x000D_ 7. Doctorate or an advanced professional degree beyond a Master's degree (for example, EdD, PhD, JD, or MD)_x000D_ |
Principal’s formal education | SA-RQ13 | ||||
| SAQ | H8 | Question “What was your major field of study in the highest degree you completed?”_x000D_ _x000D_ InstResp “Select all that apply.”_x000D_ ----_x000D_ 1. Early childhood education_x000D_ 2. Elementary education_x000D_ 3. Education administration/management_x000D_ 4. Special education_x000D_ 5. Other education-related major (such as secondary education, educational psychology, science education, music education, etc.)_x000D_ 6. Non-education major (such as history, English, etc.)_x000D_ 7. None of the above_x000D_ |
Principal’s formal education | SA-RQ13 | SAS080 | Question “What was your major field(s) of study in the highest degree you completed?” InstResp “Select all that apply.” ---- 1. Early childhood education 2. Elementary education 3. Education administration/management 4. Special education 5. Other education-related major (such as secondary education, educational psychology, science education, music education, etc.) 6. Non-education major (such as history, English, etc.) 7. None of the above |
Principal’s formal education | SA-RQ13 | yes | revised to be consistent with SK | ||
| SAQ | H9a | Question “Please estimate how many hours you spend on average each week on the following activities._x000D_ _x000D_ Working with teachers on instructional issues”_x000D_ _x000D_ InstResp “Enter number of hours.”_x000D_ _x000D_ Watermark: “Enter hours”_x000D_ _x000D_ Pre-unit “Enter hours” |
Principal’s time allocation | SA-RQ13 | SAS090A | Question “Please estimate how many hours you spend on average each week on the following activities._x000D_ _x000D_ Working with teachers on instructional issues”_x000D_ _x000D_ InstResp “Enter number of hours.”_x000D_ _x000D_ Watermark: “Enter hours”_x000D_ _x000D_ Pre-unit “Enter hours” |
Principal’s time allocation | SA-RQ13 | ||||
| SAQ | H9b | Question “Internal school management (weekly calendars, vendors, office, memos, etc, including work with administrative and support staff)” _x000D_ _x000D_ Watermark: “Enter hours”_x000D_ _x000D_ Pre-unit “Enter hours” |
Principal’s time allocation | SA-RQ13 | SAS090B | Question “Internal school management (weekly calendars, vendors, office, memos, etc, including work with administrative and support staff)” _x000D_ _x000D_ Watermark: “Enter hours”_x000D_ _x000D_ Pre-unit “Enter hours” |
Principal’s time allocation | SA-RQ13 | ||||
| SAQ | H9c | Question “Student discipline (including working with students directly and working with teachers to address student behavioral issues)” _x000D_ _x000D_ Watermark: “Enter hours”_x000D_ _x000D_ Pre-unit “Enter hours” |
Principal’s time allocation | SA-RQ13 | SAS090C | Question “Student discipline (including working with students directly and working with teachers to address student behavioral issues)” _x000D_ _x000D_ Watermark: “Enter hours”_x000D_ _x000D_ Pre-unit “Enter hours” |
Principal’s time allocation | SA-RQ13 | ||||
| SAQ | H9d | Question “Student attendance” _x000D_ _x000D_ Watermark: “Enter hours”_x000D_ _x000D_ Pre-unit “Enter hours” |
Principal’s time allocation | SA-RQ13 | SAS090D | Question “Student attendance” _x000D_ _x000D_ Watermark: “Enter hours”_x000D_ _x000D_ Pre-unit “Enter hours” |
Principal’s time allocation | SA-RQ13 | ||||
| SAQ | H9e | Question “Monitoring hallways, playground, lunchroom, etc.” _x000D_ _x000D_ Watermark: “Enter hours”_x000D_ _x000D_ Pre-unit “Enter hours” |
Principal’s time allocation | SA-RQ13 | SAS090E | Question “Monitoring hallways, playground, lunchroom, etc.” _x000D_ _x000D_ Watermark: “Enter hours”_x000D_ _x000D_ Pre-unit “Enter hours” |
Principal’s time allocation | SA-RQ13 | ||||
| SAQ | H9f | Question “{Continued} Please estimate how many hours you spend on average each week on the following activities._x000D_ _x000D_ Teaching” _x000D_ _x000D_ Watermark: “Enter hours”_x000D_ _x000D_ Pre-unit “Enter hours” |
Principal’s time allocation | SA-RQ13 | SAS090F | Question “{Continued} Please estimate how many hours you spend on average each week on the following activities._x000D_ _x000D_ Teaching” _x000D_ _x000D_ Watermark: “Enter hours”_x000D_ _x000D_ Pre-unit “Enter hours” |
Principal’s time allocation | SA-RQ13 | ||||
| SAQ | H9g | Question “Talking and meeting with parents” _x000D_ _x000D_ Watermark: “Enter hours”_x000D_ _x000D_ Pre-unit “Enter hours” |
Principal’s time allocation | SA-RQ13 | SAS090G | Question “Talking and meeting with parents” _x000D_ _x000D_ Watermark: “Enter hours”_x000D_ _x000D_ Pre-unit “Enter hours” |
Principal’s time allocation | SA-RQ13 | ||||
| SAQ | H9h | Question “Meeting with students” _x000D_ _x000D_ Watermark: “Enter hours”_x000D_ _x000D_ Pre-unit “Enter hours” |
Principal’s time allocation | SA-RQ13 | SAS090H | Question “Meeting with students” _x000D_ _x000D_ Watermark: “Enter hours”_x000D_ _x000D_ Pre-unit “Enter hours” |
Principal’s time allocation | SA-RQ13 | ||||
| SAQ | H9i | Question “Paperwork required by local, state, or federal authorities”_x000D_ _x000D_ Watermark: “Enter hours”_x000D_ _x000D_ Pre-unit “Enter hours” |
Principal’s time allocation | SA-RQ13 | SAS090I | Question “Paperwork required by local, state, or federal authorities”_x000D_ _x000D_ Watermark: “Enter hours”_x000D_ _x000D_ Pre-unit “Enter hours” |
Principal’s time allocation | SA-RQ13 | ||||
| SAQ | H10 | Question “What is your best estimate of the percentage of children at this school you know by name?”_x000D_ ----_x000D_ 1. Nearly every child_x000D_ 2. 76% or more_x000D_ 3. 51% to 75%_x000D_ 4. 26% to 50%_x000D_ 5. 25% or less_x000D_ |
Principal’s familiarity with students | SA-RQ13 | SAS100 | Question “What is your best estimate of the percentage of children at this school you know by name?”_x000D_ ----_x000D_ 1. Nearly every child_x000D_ 2. 76% or more_x000D_ 3. 51% to 75%_x000D_ 4. 26% to 50%_x000D_ 5. 25% or less_x000D_ |
Principal’s familiarity with students | SA-RQ13 | ||||
| SAQ | H11 | Question "During school hours, do you speak a language other than English with students at your school whose native language is not English?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Use of language other than English with students and families | SA-RQ13 | ||||||||
| SAQ | H12 | Question "Do you speak a language other than English with students’ families whose native language is not English?”_x000D_ ----_x000D_ 1. Yes_x000D_ 2. No_x000D_ |
Use of language other than English with students and families | SA-RQ8 SA-RQ13 |
||||||||
| SAQ | H13 | Question "What language(s) other than English do you speak with students at your school or with their families?”_x000D_ _x000D_ InstResp: “Select all that apply.”_x000D_ ----_x000D_ 1. Spanish_x000D_ 2. A European language other than Spanish such as French, German, or Russian_x000D_ 3. A Chinese language or dialect_x000D_ 4. A Filipino language_x000D_ 5. A Southeast Asian language such as Vietnamese, Thai, or Khmer_x000D_ 6. A South Asian language such as Hindi or Tamil_x000D_ 7. Another Asian language such as Japanese or Korean_x000D_ 8. A Middle Eastern language such as Arabic or Farsi_x000D_ 9. An African language such as Swahili or Amharic_x000D_ 10. None of the above_x000D_ 91. Other language (Please specify):_x000D_ |
Use of language other than English with students and families | SA-RQ8 SA-RQ13 |
SAS130 | Question "What language(s) other than English do you speak with students at your school or with their families?” InstResp: “Select all that apply.” ---- 1. Spanish 2. A European language other than Spanish such as French, German, or Russian 3. A Chinese language or dialect 4. A Filipino language 5. A Southeast Asian language such as Vietnamese, Thai, or Khmer 6. A South Asian language such as Hindi or Tamil 7. Another Asian language such as Japanese or Korean 8. A Middle Eastern language such as Arabic or Farsi 9. An African language such as Swahili or Amharic 10. American Sign Language 11. None of the above 91. Other language (Please specify): |
Use of language other than English with students and families | SA-RQ8 SA-RQ13 |
yes | revised to be consistent with SK | ||
| SAQ | H13OS | Other specify use of language other than English with students and families | SA-RQ13 | SAS130OS | Other specify use of language other than English with students and families | SA-RQ13 | ||||||
| SAQ | HSTOP | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA | SAS998 | Question: “You are almost finished with this set of survey questions._x000D_ _x000D_ Once you select the “Next” button to proceed to the next screen, all responses to this set of items will be locked. You {or another staff member} will not be able to go back to make changes or review any of the previous screens in this section. _x000D_ _x000D_ •If you need to go back to answer or review any of the questions, please use the “Back” button to navigate to those screens or select the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ OR_x000D_ _x000D_ •If you {or another staff member} plan to go back to answer or review any of the questions at another time, please select the “Save and Exit” button now. After logging back into this survey section, use the “Back” button to navigate back through the section or use the “Jump to start” button to return to the beginning of this section._x000D_ _x000D_ •When you are done updating or reviewing responses, be sure to use the “Next” button to navigate through the rest of this survey section until you get to the last screen to submit this section. _x000D_ _x000D_ Otherwise, if no further changes are needed, please select the “Next” button to complete this section.” |
Review question | NA | ||||
| SAQ | H14 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent | NA | SAS999 | Question "Thank you very much for answering these questions and for taking the time to participate in the Early Childhood Longitudinal Study. Please click "Finish" for this set of questions.” | Thank you to respondent | NA |
| File Type | application/vnd.openxmlformats-officedocument.spreadsheetml.sheet |
| File Modified | 0000-00-00 |
| File Created | 0000-00-00 |