Att D4c Spring First TQC1B Paper v31 Redacted

Early Childhood Longitudinal Study,
Kindergarten Class of 2023-24
(ECLS-K:2024)
Kindergarten and First-Grade National Data
Collection and Transfer School Recruitment
OMB# 1850-0750 v.31

Attachment D-4c
Spring First Grade
Teacher Child-Level
Paper Survey B
Below Grade

National Center for Education Statistics
U.S. Department of Education

August 2024
Note: Some items in this survey are copyright protected and as
such are redacted in public review copies.

Spring 2025
Kindergarten

Primary Teacher Survey (Child Level)

Early Childhood Longitudinal Study,
Kindergarten Class of 2023-24 (ECLS-K:2024)
S_ID

T_ID
T

C_ID
C

Completing this survey will help us learn more about children and their
experiences in different schools and classrooms.
Thank you for your time!
Please return the survey to your school coordinator or an ECLS-K:2024 staff member.
The survey should be sealed in the envelope we provided you. Do not mail this survey
unless you are provided with an additional mailing envelope.
Photo is for illustrative purposes only. Any person depicted in the photo is a model.

The National Center for Education Statistics (NCES) is authorized to conduct the Early Childhood Longitudinal Study (ECLS) by the Education Sciences Reform
Act of 2002 (ESRA 2002, 20 U.S.C. §9543). The data are being collected for NCES by Westat, a U.S.-based research organization. All of the information you
provide may be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any other purpose except as required by law (20
U.S.C. §9573 and 6 U.S.C. §151). According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless it
displays a valid OMB control number. The valid OMB control number for this voluntary information collection is 1850-0750. The time required to complete this
information collection is estimated to average approximately 14 minutes per child-level survey including the time to review instructions and complete and review
the information collection. If you have any comments concerning the accuracy of the time estimate, suggestions for improving this information collection, or any
comments or concerns regarding the status of your individual submission of these data, please write directly to: Early Childhood Longitudinal Study, National
Center for Education Statistics, PCP, 550 12th St., SW, 4th floor, Washington, DC 20202.
OMB No. 1850-0750. Approval expires 2/28/2027.

TQC1B

Early Childhood Longitudinal Study, Kindergarten Class of 2023-24
Kindergarten Teacher Survey (Child Level)
Spring 2025 - Form TQC1B

INTRODUCTION
Dear Teacher,
Your school has agreed to participate in the Early Childhood Longitudinal Study,
Kindergarten Class of 2023-24 (ECLS-K:2024), a nationwide study of elementary-aged
children and their schools, teachers, and parents. As part of the study, we are asking
teachers at your school to complete surveys. You have been asked to complete this survey
because one or more of the children in your class(es) are participants in this study. The
child who is the subject of this survey is identified on the cover. This survey contains
questions about this child’s skills and abilities.
The ECLS-K:2024 collects information from teachers of children who are in the study to
investigate the relationship between children’s academic progress and various school,
classroom, teacher, and home characteristics.
Taking part in the study is voluntary. You may stop at any time or choose not to answer a
question you do not want to answer. However, only you can provide this information.
Although we realize you are very busy, we urge you to complete this survey as completely
and accurately as possible.

THANK YOU VERY MUCH FOR YOUR HELP.

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MARKING DIRECTIONS
PLEASE READ CAREFULLY AND USE A BLACK OR BLUE BALL POINT PEN TO COMPLETE THIS
SURVEY. DO NOT USE PENCIL OR FELT-TIP PEN.
MARKING BOXES
It is important that you mark an “X” in the box next to your answers and print clearly.
Shown below is the correct way to mark your answers, along with examples of incorrect ways.
Correct Mark:

Incorrect Marks:
Light and thin, outside the box, thick or scrawled.

How to Change an Answer:
Completely black out the box of the incorrect answer and mark an “X” in the box next to the correct
answer.

PRINTING ANSWERS IN BOXES:
Answers should be printed clearly and should not touch or cross any of the box lines. Do not cross
zeroes or sevens. That is, do not write a zero with a line through it like this – 0, and do not write a
seven with a line through it like this – 7.
Write one number per box like this:

1

2

3

4

5

6

7

8

9

0

Write words like this:

John Smith

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ACADEMIC RATING SCALE
Please rate this child's current skills, knowledge, and behaviors within language and literacy (section 1),
science (section 2), and mathematical thinking (section 3), based on your experience with him or her. If you
are not the primary teacher in any of these areas, you may want to consult with the person most familiar
with the 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 or 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.
For each question, please rate this 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.
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 this child has limited English proficiency or is an English language learner, answer with his or her
native language in mind if he or she does not yet demonstrate skills in English but does demonstrate them in
his or her native language.
If this 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.

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28043

SECTION 1: LANGUAGE AND LITERACY
A1.

First, please rate this child's current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.
MARK ONE RESPONSE ON EACH ROW.

Not
yet

THIS CHILD...

Beginning

In
progress

Not
applicable
or
Skill not
Intermediate Proficient yet taught

a. 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.
b. 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.
c. 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.”
d. 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?"
e. 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.
f. Easily and quickly names all upper- and
lower-case letters of the alphabet.
g. Predicts what will happen next in stories by using
the pictures and storyline for clues.
h. Reads simple books independently – for example,
reads books with a repetitive language pattern.
i. 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.

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A1.

(Cont.) Please rate this child's current skills, knowledge, and behaviors in LANGUAGE AND LITERACY.
MARK ONE RESPONSE ON EACH ROW.

Not
yet

THIS CHILD...

Beginning

In
progress

Intermediate Proficient

j. Composes simple stories – for example, by writing
about a personal experience in a journal.
k. 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.
l. 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.
m. Finds meaningful units in words such as
prefixes, suffixes, and base words.

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Not
applicable
or
Skill not
yet taught

28043

SECTION 2: SCIENCE
B1.

Next, please rate this child's current skills, knowledge, and behaviors in SCIENCE.
MARK ONE RESPONSE ON EACH ROW.

Not
yet

THIS CHILD...
a. 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.

Beginning

In
progress

Not
applicable
or
Skill not
Intermediate Proficient yet taught

b. 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.
c. 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."
d. 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.
e. 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).
f. Communicates scientific information – for example,
records or describes the properties of common objects
verbally or through drawings or graphs.
g. 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.
h. 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.
i. Shows an understanding of cause and effect – for
example, knows if he or she pushes a ball harder, it will
go faster.

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SECTION 3: MATHEMATICAL THINKING
C1.

Now, please rate this child's current skills, knowledge, and behaviors in MATHEMATICAL THINKING.
MARK ONE RESPONSE ON EACH ROW.

THIS CHILD...
a. 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.

Not
yet

Beginning

In
progress Intermediate Proficient

b. 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.
c. 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.
d. 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.
e. 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).
f. 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).
g. 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?"
h. 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.
i. 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.
j. Correctly names squares, circles, triangles, and
rectangles regardless of their orientations or overall
size.
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Not
applicable
or
Skill not
yet taught

28043

SECTION 4: EARLY LANGUAGE SKILLS
D1.

For this set of questions, select how often this child exhibits the following early English language skills
in school. Your best guess is fine.
MARK ONE RESPONSE ON EACH ROW.

How Often?
THIS CHILD...

Never

Rarely

Sometimes

Often

a. Recalls and communicates personal experiences he/she
has had to peers in a logical way.
b. Uses a varied vocabulary in spoken language.
c.

Recalls and communicates the meaning of a story
or other experiences/events which he/she has heard.

d. Uses academic language learned in the classroom
when speaking. Academic language is the language
needed by students to do work and learn effectively in
schools. In contrast to “conversational” or “social”
language that might be used on the playground,
academic language is the language used in classroom
lessons, books, tests, and assignments.
e. Uses language effectively to initiate appropriate
interactions with other children.
f.

Tries repeatedly to communicate information which
has not been understood.

g. Asks questions about information which is unclear
to him/her.
h. Uses language effectively to initiate appropriate
interactions with adults.
i.

Relates and communicates personal experiences
in a logical way or “in a way that makes sense."

j.

Uses descriptive vocabulary such as adjectives
and/or adverbs when speaking to provide detail.

k.

Rephrases questions or asks follow-up questions if
he/she does not get the information he/she wanted.

l.

Maintains a conversation with others that has at least
three conversational turns focused on a single topic.

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Very
often

28043

D2.

Next, please think about this child's written language. Which of the following writing levels (ordered
below from lowest to highest) best describes the highest level at which this child is currently performing
(independently, without teacher help)? MARK ONE RESPONSE.
Scribbling
Drawing a picture
Can copy his or her name
Can copy sentences from the board
Write his or her name without copying
Can write most letters when asked to write the letter
Write initial sounds for many words
Write simple 2-4 letter words with invented spelling
Write multi-syllabic words with invented spelling with most sounds represented
Compose and write a complete sentence with invented spelling with most sounds represented
Compose and write 2 or more consecutive complete sentences with invented spelling with most
sounds represented
Compose and write 5 or more consecutive complete sentences with invented spelling with most
sounds represented
Compose and write a paragraph (5 complete sentences) about a topic with invented spelling with
most sounds represented
Compose and write a paragraph (5 complete sentences) about a topic with proper spelling,
grammar, and punctuation
Compose and write 2 paragraphs (5 complete sentences each) about a topic with proper spelling,
grammar, and punctuation
Compose and write a story with a clear beginning, middle, and end with proper spelling,
grammar, and punctuation
Not able to rate:
I have not had enough experience with this child to evaluate this skill.
I am not able to rate this item because the child does not write or has limited writing experience
due to a disability.

D3.

How much does this child enjoy writing? MARK ONE RESPONSE.
Not at all
A little bit
Somewhat
Quite a bit
Very much
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28043

Section 5: Social Skills and Approaches-to-Learning
Teachers rate children in their classrooms on social skills and problem behaviors (e.g., fighting, arguing, anger, depression, low selfesteem, impulsiveness) and learning dispositions or “approaches to learning” (e.g., curiosity, self-direction, organization, and
persistence). The social skills and problem behaviors were adapted from the Social Skills Rating Scale (SSRS) and the Social Skills
Improvement System (SSIS) by Gresham and Elliot (1990, 2008) and are published by NCS Pearson. The following items are copyright
protected and are not listed: E1a-e, i-j, l, p-r. The approaches to learning items were created for the Early Childhood Longitudinal Study,
Kindergarten Class of 1998-99 (ECLS-K) by Atkins-Burnett. They are not copyright protected and, therefore, are listed below.

SECTION 5: SOCIAL SKILLS AND APPROACHES-TO-LEARNING
E1.

For this set of items, please think about this child's behavior during the past month or two. Decide
how often the child demonstrates the behavior described. MARK ONE RESPONSE ON EACH ROW.
Never
Sometimes
Often
Very often
No opportunity

→
→
→
→
→

Child never exhibits this behavior.
Child exhibits this behavior occasionally or sometimes.
Child exhibits this behavior regularly but not all the time.
Child exhibits this behavior most of the time.
No opportunity to observe this behavior.
How Often?

Never

Sometimes

Often

Very
often

No
opportunity
to observe

a.
b.
c.
d.
e.
f.

Keeps belongings organized.

g. Shows eagerness to learn new things.
h.

Works independently.

i.
j.
k.

Easily adapts to change in routines.

l.
m. Persists in completing tasks.
n.

Pays attention well.

o. Follows classroom rules.
p.
q.
r.
Source: 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.

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SECTION 6: CLASSROOM BEHAVIORS
F1.

For this set of items, please read each statement and decide whether it is a “true” or “untrue” description
of this 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 this child in that situation, then select “not applicable."
MARK ONE RESPONSE ON EACH ROW.

Extremely
untrue

Quite
untrue

Slightly
untrue

Neither
true nor
untrue

Slightly
true

Quite
true

Extremely
Not
true
applicable

a. When practicing an activity, has a
hard time keeping her/his mind
on it.
b. Will move from one task to another
without completing any of them.
c. When drawing or coloring in a
book, shows strong concentration.
d. When building or putting something
together, becomes very involved in
what s/he is doing, and works for
long periods.
e. Is easily distracted when listening
to a story.
f. Sometimes becomes absorbed in
a picture book and looks at it for a
long time.
g. Can wait before entering into new
activities if s/he is asked to.
h. Plans for new activities or changes
in routine to make sure s/he has
what will be needed.
i. Has trouble sitting still when s/he
is told to (story time, etc.).
j. Is good at following instructions.
k. Approaches places that s/he thinks
might be "risky" slowly and
cautiously.
l. Can easily stop an activity when
s/he is told "no."

Source: Putnam, S. P., & Rothbart, M. K. (2006). Development of Short and Very Short forms of the Children's Behavior Questionnaire. Journal of
Personality Assessment, 87(1): 103-113; Rothbart, M. K., Ahadi, S. A., Hershey, K., & Fisher, P. (2001). Investigations of temperament at three to
seven years: The Children's Behavior Questionnaire. Child Development, 72(5): 1394-1408. Adapted and used with permission.

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28043

SECTION 7: SCHOOL LIKING AND AVOIDANCE
G1.

For the items below, please indicate how often each of these items applies to this child.
MARK ONE RESPONSE ON EACH ROW.
Doesn't apply
Seldom
displays this
behavior

a.

Sometimes applies
Occasionally
displays this
behavior

Certainly applies
Often displays
this behavior

Likes to come to school.

b. Dislikes school.
c.

Has fun at school.

d. Likes being in school.
e.

Seems unhappy in school.

f.

Enjoys most classroom activities.

g. Groans or complains about suggested activities.

Source: School Liking and Avoidance Questionnaire. Adapted from Ladd and Price, 1987, and Ladd, 1990. Used with permission.

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Section 8: Strategic Planning
Teachers rate 10 items that were adapted from the Learning-to-Learn Scales (McDermott 2018) to measure strategic
planning. The items from this scale are not listed because the scale is copyright protected.

SECTION 8: STRATEGIC PLANNING
H1.

Please read the statements below and indicate how often each applies to this child’s behaviors
observed across the past month.
MARK ONE RESPONSE ON EACH ROW.
Does not
apply

Sometimes
applies

Consistently
applies

a.
b.
c.
d.
e.
f.
g.
h.
i.
j.

Source: 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.

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

SECTION 9: PEER RELATIONSHIPS
I1.

Please indicate how often each of these items applies to this child, particularly in the context of his or
her behavior with peers.
MARK ONE RESPONSE ON EACH ROW.
Doesn't apply
Seldom
displays this
behavior

Sometimes applies
Occasionally
displays this
behavior

Certainly applies
Often displays
this behavior

a.
b.
c.
d.
e.
f.
g.
h.
i.

Source: Adapted from the Child Behavior Scale © 2010 Gary W. Ladd. Used with permission.

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I2.

During this school year, how often have other students ... MARK ONE RESPONSE ON EACH ROW.

Never

Rarely

Sometimes

Often

Very
often

a. Teased, made fun of, or called
this student names?
b. Told lies or untrue stories about
this student?
c. Pushed, shoved, slapped, hit, or
kicked this student?
d. Intentionally excluded or left this
student out from playing with
them?

I3.

During this school year, how often has this student ... MARK ONE RESPONSE ON EACH ROW.

Never

Rarely

Sometimes

Often

Very
often

a. Teased, made fun of, or called
other students names?
b. Told lies or untrue stories about
other students?
c. Pushed, shoved, slapped, hit, or
kicked other students?
d. Intentionally excluded or left
other students out from playing
with him or her?

Source: Espelage, D. L. and Holt, M. (2001). Bullying and peer victimization during early adolescence: Peer influences and psychosocial correlates.
Journal of Emotional Abuse, 2: 123-142. Adapted and used with permission.

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28043

SECTION 10: STUDENT INFORMATION
J1.

In which grade is this child enrolled? MARK ONE RESPONSE.
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.
Kindergarten (Full-day program)
Kindergarten (Part-day program)

 GO TO Q J2

First grade
Second grade



GO TO Q J4 on page 14

The child is ungraded/in an ungraded classroom.
J2.



GO TO Q J4 on page 14

Which best describes the type of kindergarten in which this child is enrolled? MARK ONE RESPONSE.
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.
Regular kindergarten
Transitional kindergarten
Transitional first (or pre-first) grade
Kindergarten equivalent but is ungraded or has multiple grades

J3.

Is the 2024-25 school year this child's...? MARK ONE RESPONSE.
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.
First year in kindergarten
Second year in kindergarten
Third year or more in kindergarten

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J4.

How long has this child been in your classroom this school year? MARK ONE RESPONSE.
Entire school year
More than one semester but less than the entire school year
More than one quarter but less than one semester
Less than one quarter of the school year

J5.

How often does this child wear eye glasses or contact lenses in the classroom? MARK ONE RESPONSE.
Never
Seldom
Usually
Always

J6.

How many instructional groups based on achievement or ability levels in reading do you currently
have in this child’s class? MARK ONE RESPONSE.
I do not use instructional groups for reading.



GO TO Q J8 on page 15

Two
Three
Four
Five or more
J7.

In which reading instructional group is this child currently placed? USE "1" FOR THE HIGHEST
INSTRUCTIONAL GROUP. WRITE THE NUMBER OF THE CHILD'S INSTRUCTIONAL GROUP BELOW.
Instructional Group

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J8.

How many instructional groups based on achievement or ability levels in mathematics do you
currently have in this child’s class? MARK ONE RESPONSE.
I do not use instructional groups for mathematics.



GO TO Q J10

Two
Three
Four
Five or more
J9.

In which mathematics instructional group is this child currently placed? USE "1" FOR THE HIGHEST
INSTRUCTIONAL GROUP. WRITE THE NUMBER OF THE CHILD'S INSTRUCTIONAL GROUP BELOW.
Instructional Group

J10. Are you this child's primary teacher in the following subject areas? MARK ALL THAT APPLY.
A primary teacher is the teacher who is responsible for all learning in that subject area. The primary teacher
writes all lesson plans and handles all activities and assessments in that subject area. If you co-teach a subject
area with another teacher, but think you could report about this child, please report that you are the child’s
primary teacher for that subject area.
Reading/Language Arts
Mathematics
Science
Social Studies

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J11. Please indicate the total number of times this child has been absent from your class during the current
school year? MARK ONE RESPONSE.
No absences
1 to 4 absences
5 to 7 absences
8 to 10 absences
11 to 19 absences
20 to 35 absences
36 to 80 absences
81 to 89 absences
90 or more absences
J12. Has this child ever fallen 2 or more weeks behind in school work this year? MARK ONE RESPONSE.
If the child has been enrolled in your class less than two weeks, please select ‘Not applicable.’
Yes
No



GO TO Q J14 on page 17

Not applicable



GO TO Q J14 on page 17

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J13. Why has this child fallen behind in school work? MARK ALL THAT APPLY.
A health problem
A disciplinary problem
Lack of effort
Disorganized
Lacks prerequisite skills
Frequent absences
Emotional problems
Family problems
Homelessness
Some other reason (Please specify):

J14. As of today’s date, how many times have you referred this child outside of the classroom for
discipline as a result of misbehavior? WRITE A NUMBER IN THE BOX BELOW. IF THE ANSWER IS ZERO,
WRITE "0."
Number of times
J15. During this school year, has this child received instruction in the following types of programs in your
school? MARK ALL THAT APPLY.
Gifted and talented programs include enrichment and accelerated programs.
Individual tutoring remedial program in reading/language arts
Individual tutoring remedial program in mathematics
Pull-out (that is, out of classroom) small group remedial program in reading/language arts
Pull-out (that is, out of classroom) small group remedial program in mathematics
Gifted and talented program in reading/language arts
Gifted and talented program in mathematics
None of the above
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J16. During this school year, has this child received instruction and/or related services in your school at any
of the following times outside of the regular school day?
MARK ONE RESPONSE ON EACH ROW.
Yes
a.

Instruction or services before school

b.

Instruction or services after school

c.

Instruction or services on weekends

No

Not offered

Don't know

J17. Is English this child’s native language? MARK ONE RESPONSE.
Yes



GO TO Q J23 on page 21

No
Don't know

J18. Does this child participate in an instructional program designed to teach English language skills to
children with limited English proficiency? MARK ONE RESPONSE.
Yes
No



GO TO Q J23 on page 21

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Please read the following examples and definitions for help in answering question J19.
Literacy in two languages:
A two-way immersion program or two-way bilingual program
Developmental bilingual program, late exit transitional program, or maintenance bilingual program
Transitional program, early exit bilingual program, or early exit transitional program
Heritage language program or indigenous language program
Literacy solely in English:
A sheltered English instruction or content-based English as a Second Language (ESL) program
Structured English Immersion (SEI)
Pull-out English as a Second Language (ESL) or English Language Development (ELD)
Push-in ESL program.

J19. Would you say the specialized language instruction this child receives is primarily a/an...?
MARK ONE RESPONSE.
Program that focuses on developing students' literacy in two languages
Program that focuses on developing students' literacy solely in English
Other program (Please specify):

No specialized language program is provided to this child.



GO TO Q J22 on page 20

J20. How often does this child usually receive specialized language instruction of the following program types?
MARK ONE RESPONSE ON EACH ROW.
Not
applicable/
Less than
Never
once a week

1 day
a week

2 days
a week

3 days
a week

4 days
a week

a. Program that focuses on developing
students' literacy in two languages
b. Program that focuses on developing
students' literacy solely in English
c. Other program

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5 days
a week
or more

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J21. On the days when this child receives specialized language instruction, for how much time does this child
receive instruction of the following program types? MARK ONE RESPONSE ON EACH ROW.

Not
applicable/ Less than
½ hour
Never

½ hour
to less
than 1
hour

1 to less
than 1½
hours

1½ to
less than
2 hours

2 to less
than 2½
hours

2½ to
less than
3 hours

3 hours
or more

a. Program that focuses on
developing students'
literacy in two languages
b. Program that focuses
on developing students'
literacy solely in English
c. Other program

J22. During this school year, how often is this child's academic instruction provided in this child's native
language? MARK ONE RESPONSE.
None of the time
Less than half of the time
Half of the time
More than half of the time
Almost all the time

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Please refer to the following definitions for help in answering the next two questions.
Individualized Education Program (IEP): A written statement of the educational program designed to meet the
individual needs of a school-aged child with a disability that is judged to affect the child’s educational
performance. Children who receive special education services under the Individuals with Disabilities Education Act
(IDEA) are expected to have an IEP or an IFSP.
Individualized Family Service Plan (IFSP): A plan developed to support children and families involved in early
intervention (birth to age 3).
504 Plan: A written plan to provide appropriate services to a child with a disability, whether or not the disability is
judged to affect the child’s educational performance. Speech therapy services may often be specified as part of a
Section 504 plan.

J23. Does this child have an IEP/IFSP? MARK ONE RESPONSE.
Yes
No

J24. Does this child have a 504 plan? MARK ONE RESPONSE.
Yes
No

J25. Does this child receive instruction in any of the following types of programs in your school?
MARK ALL THAT APPLY.
Speech-Language therapy for children with speech or language disorders/impairments
Special education services, not including speech therapy, whether provided in the classroom
or in a pull-out setting
None of the above

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J26. During this school year, has this 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)? MARK ALL THAT APPLY.
Social work services
Mental health services (for example, personal/group counseling, therapy, or psychiatric care)
Behavior management program
Service coordination/case management services
Training/counseling for their family and/or caregivers
None of the above
Other (Please specify):

J27. Does this child receive special accommodations (for example, for a disability or limited English proficiency)
to participate in the school's testing or assessment program? MARK ONE RESPONSE.
Yes
No
Don't know
Child does not participate in the school's testing or assessment program.
There is no testing or assessment program at this grade level.

J28a. During structured play time, how does this child compare with other children in the class in terms of
physical activity? MARK ONE RESPONSE.
A lot less active than most
A little less active than most
About the same as most
A little more active than most
A lot more active than most

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J28b. During unstructured play time, how does this child compare with other children in the class in terms of
physical activity? MARK ONE RESPONSE.
A lot less active than most
A little less active than most
About the same as most
A little more active than most
A lot more active than most

J29. Overall, how would you rate this child's academic skills in each of the following areas, based on curriculum
standards for this child's current grade level?
MARK ONE RESPONSE ON EACH ROW.
Below
grade level

About on
grade level

Above
grade level

a. Reading
b. Writing
c. Oral language
d. Math
e. Science
f.

Social studies

J30. During this school year, have this child's parents/guardians attended regularly-scheduled conferences at
your school? MARK ONE RESPONSE.
Yes
No
Not applicable/Not offered

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J31. During this school year, besides regular teacher conferences, have you communicated with this child's
parents/guardians for any of the following purposes? MARK ALL THAT APPLY.
Behavior problems the child was having in school
Any problems the child was having with school work
Anything the child was doing particularly well in or better in at school
None of the above

J32. How responsive were this child’s parents/guardians when you communicated with them about this child’s
behavior or school work? MARK ONE RESPONSE.
Not responsive at all
Somewhat responsive
Very responsive

J33. Please fill in the boxes with the date the survey was completed.

2 0 2 5
MONTH

DAY

YEAR

Thank you very much for answering these questions
and for taking the time to participate in the
Early Childhood Longitudinal Study.

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