Dear [Authorized district research official],

I am a Sacramento State College of Education graduate student requesting permission to invite families of up to 48 fifth graders, ages 10–11, in two existing fifth-grade classes, up to 24 students per class at [school]. My proposed study is STEM mentoring and student interest · two existing classes.

Up to 48 students, ages 10–11, in two existing fifth-grade classes, up to 24 students per class may complete identical eight-item Qualtrics questionnaires just before the first mentoring session and within five school days after the sixth session. Class A receives this school-selected enrichment; Class B continues its usual STEM instruction. Class membership and access to teaching were decided by the school before recruitment. The researcher does not assign students, remove supports, or postpone instruction for research. Up to 6 mentoring-class volunteers may also complete one optional 10-minute individual interview after the post-questionnaire, within the same five-school-day period.

The school, independently of this study, has scheduled six weekly 30-minute STEM mentoring sessions during normal enrichment time. School-authorized adult mentors help students plan, test, and revise simple design challenges in small groups. The classroom teacher supervises every session; mentors do not have private contact with children. These 180 instructional minutes are not research appointments.

Two 10-minute questionnaires, 20 research minutes total; up to 6 volunteers in the mentoring class may also have one 10-minute interview, 30 research minutes total for those children.

I request the district's research review, authorization to approach the named school, and confirmation of the official permitted to authorize recruitment, space, staff time, and storage arrangements. I do not request grades, student records, contact lists, or access to mentor communications. The school liaison would distribute the enclosed family invitation without disclosing addresses to me.

The student researcher has no teaching, grading, mentoring, or supervisory role at the school. The school liaison distributes invitations without releasing family contact lists. The approved student researcher obtains permission and assent, administers questionnaires, and conducts any interviews. Only the researcher and faculty advisor have approved research-file access; the school receives no participation roster or individual responses.

Research is optional. Saying no, skipping a question, stopping, or withdrawing will not affect grades, instruction, mentoring, services, or relationships with the school or Sacramento State. Students may attend every normal lesson without contributing research data. There is no payment, extra credit, prize, or cost.

The district and school would receive only disclosure-reviewed summaries. Recruitment and research data collection will not begin until Sacramento State's required determination and every required district and site permission are documented. Please identify any additional local review, safeguarding, accessibility, parent-notification, or agreement requirements.

Study questions: [Student researcher name, Sacramento State email, and approved phone]. Faculty advisor: [Name and Sacramento State email]. Questions about your rights or concerns you prefer not to discuss with the study team: [Current Sacramento State Human Subjects Research contact from the official template].

Authorized official and role: __________. Study title/version: __________. School(s) and approved scope: __________. Conditions and required agreements: __________. Authorized period: __________. Signature/date: __________.

This outline records a future official response; it is not district approval. A response does not replace parent permission, child assent, or Sacramento State review.

Dear [Principal or authorized site official],

Subject: Request for cooperation with STEM mentoring and student interest · two existing classes.

Up to 48 students, ages 10–11, in two existing fifth-grade classes, up to 24 students per class may complete identical eight-item Qualtrics questionnaires just before the first mentoring session and within five school days after the sixth session. Class A receives this school-selected enrichment; Class B continues its usual STEM instruction. Class membership and access to teaching were decided by the school before recruitment. The researcher does not assign students, remove supports, or postpone instruction for research. Up to 6 mentoring-class volunteers may also complete one optional 10-minute individual interview after the post-questionnaire, within the same five-school-day period.

The school, independently of this study, has scheduled six weekly 30-minute STEM mentoring sessions during normal enrichment time. School-authorized adult mentors help students plan, test, and revise simple design challenges in small groups. The classroom teacher supervises every session; mentors do not have private contact with children. These 180 instructional minutes are not research appointments.

Class A receives this school-selected enrichment; Class B continues its usual STEM instruction. Class membership and access to teaching were decided by the school before recruitment. The researcher does not assign students, remove supports, or postpone instruction for research.

Two 10-minute questionnaires, 20 research minutes total; up to 6 volunteers in the mentoring class may also have one 10-minute interview, 30 research minutes total for those children.

Please confirm school authorization for the school liaison to distribute invitations and the approved student researcher to collect decisions privately and administer research contacts. Please provide comparable nonresearch activities and an approved supervised workspace. The school confirms the normal instructional program was selected independently of this research and remains available regardless of research decisions.

The student researcher has no teaching, grading, mentoring, or supervisory role at the school. The school liaison distributes invitations without releasing family contact lists. The approved student researcher obtains permission and assent, administers questionnaires, and conducts any interviews. Only the researcher and faculty advisor have approved research-file access; the school receives no participation roster or individual responses.

School staff and mentors must not ask students how they answered. Staff outside the approved research role receive only summaries; any later teacher-researcher access follows the post-grading release conditions described above. Research reports will not name the school. No research collection begins before all required institutional, district, and site permissions. Please identify the person responsible for safeguarding and ordinary support if a child becomes upset.

Study questions: [Student researcher name, Sacramento State email, and approved phone]. Faculty advisor: [Name and Sacramento State email]. Questions about your rights or concerns you prefer not to discuss with the study team: [Current Sacramento State Human Subjects Research contact from the official template].

Official/role: __________. School: __________. Study/version: __________. Authorized recruitment and rooms: __________. Liaison and research collector: __________. Safeguarding and nonresearch activity arrangements: __________. Conditions/dates: __________. Authorized signature/date: __________.

This blank example is not a signed permission letter and does not authorize student records access.

The school, independently of this study, has scheduled six weekly 30-minute STEM mentoring sessions during normal enrichment time. School-authorized adult mentors help students plan, test, and revise simple design challenges in small groups. The classroom teacher supervises every session; mentors do not have private contact with children. These 180 instructional minutes are not research appointments.

Class A receives this school-selected enrichment; Class B continues its usual STEM instruction. Class membership and access to teaching were decided by the school before recruitment. The researcher does not assign students, remove supports, or postpone instruction for research.

The student researcher has no teaching, grading, mentoring, or supervisory role at the school. The school liaison distributes invitations without releasing family contact lists. The approved student researcher obtains permission and assent, administers questionnaires, and conducts any interviews. Only the researcher and faculty advisor have approved research-file access; the school receives no participation roster or individual responses.

Two 10-minute questionnaires, 20 research minutes total; up to 6 volunteers in the mentoring class may also have one 10-minute interview, 30 research minutes total for those children.

Research is optional. Saying no, skipping a question, stopping, or withdrawing will not affect grades, instruction, mentoring, services, or relationships with the school or Sacramento State. Students may attend every normal lesson without contributing research data. There is no payment, extra credit, prize, or cost.

• Confirm existing class membership and instruction before recruitment; no research assignment or withholding of enrichment.
• Keep permission decisions and responses out of grading records. Never collect research data from a child who lacks permission or declines assent.
• Provide equivalent nonresearch work during research appointments without publicly labeling children as participants or nonparticipants.
• Schedule identical pre/post instruments and time windows in each participating class. Do not coach or inspect answers.
• Do not record mentoring sessions, private messages, teacher evaluations, grades, or information about nonparticipants.
• Confirm authorized collector, data custodian, rooms, safeguards, grading-finalization date, and incident-reporting route before starting.

Teacher(s): __________. Liaison/collector: __________. Approved custodian: __________. Advisor: __________. Grade-finalization date if relevant: __________. Site authorization and study version: __________. Signatures/dates: __________.

Dear parent or guardian,

A Sacramento State graduate student is inviting families of up to 48 fifth-grade students, ages 10–11, to consider a study about children's interests in science, technology, engineering, and math (STEM).

If you give permission and your child agrees, your child will answer eight short Qualtrics questions before and after six weeks of normal lessons. Each questionnaire takes about 10 minutes. There are no right or wrong answers and no grades. Up to 6 volunteers from the mentoring class may also be invited to one separate 10-minute conversation. Agreeing to the questionnaires does not require agreeing to an interview.

Class A receives this school-selected enrichment; Class B continues its usual STEM instruction. Class membership and access to teaching were decided by the school before recruitment. The researcher does not assign students, remove supports, or postpone instruction for research.

Research is optional. Saying no, skipping a question, stopping, or withdrawing will not affect grades, instruction, mentoring, services, or relationships with the school or Sacramento State. Students may attend every normal lesson without contributing research data. There is no payment, extra credit, prize, or cost.

A child's responses could be recognized if privacy protections fail; the study uses private choices, coded responses, restricted storage, and reports that avoid identifying details. No direct benefit is promised. Please read the full permission sheet before deciding.

Return the decision form in a sealed envelope marked for [student researcher and private return location] by [date at least seven calendar days after distribution]. Do not email it to a teacher or use reply-all. There will be one general reminder. You may ask questions privately; no response means your child will not join the research.

Study questions: [Student researcher name, Sacramento State email, and approved phone]. Faculty advisor: [Name and Sacramento State email]. Questions about your rights or concerns you prefer not to discuss with the study team: [Current Sacramento State Human Subjects Research contact from the official template].

Study: STEM mentoring and student interest · two existing classes. Up to 48 fifth graders, ages 10–11, may participate. The study asks how children describe their interests in STEM learning during six weeks of normal instruction. The researcher is a Sacramento State College of Education graduate student.

This document is an original teaching draft, not an official form or an approved study. In an actual submission, use the current Sacramento State template and resolve every placeholder before presenting it to families.

Up to 48 students, ages 10–11, in two existing fifth-grade classes, up to 24 students per class may complete identical eight-item Qualtrics questionnaires just before the first mentoring session and within five school days after the sixth session. Class A receives this school-selected enrichment; Class B continues its usual STEM instruction. Class membership and access to teaching were decided by the school before recruitment. The researcher does not assign students, remove supports, or postpone instruction for research. Up to 6 mentoring-class volunteers may also complete one optional 10-minute individual interview after the post-questionnaire, within the same five-school-day period.

The school, independently of this study, has scheduled six weekly 30-minute STEM mentoring sessions during normal enrichment time. School-authorized adult mentors help students plan, test, and revise simple design challenges in small groups. The classroom teacher supervises every session; mentors do not have private contact with children. These 180 instructional minutes are not research appointments.

Two 10-minute questionnaires, 20 research minutes total; up to 6 volunteers in the mentoring class may also have one 10-minute interview, 30 research minutes total for those children.

The questions concern interest in learning, trying ideas, and working with others. They do not request names, grades, gender, ethnicity, or family information. Children may skip any question or stop. The optional interview asks about the mentoring activity. Only students in the mentoring class who join the questionnaire component and have separate parent permission and child assent may volunteer for an interview. The approved research collector randomly orders eligible volunteer study codes and invites the first six, or everyone if fewer than six volunteer. If an invited child declines before interviewing, invite the next code once; stop at six children who begin an interview. A child who stops after starting still counts toward that cap. Do not select by questionnaire answers, attainment, gender, or teacher preference.

Audio is optional, with separate affirmative parent permission and child agreement immediately before the interview. A child may choose a notes-only interview, stop recording, or stop the interview. Use only an institution-authorized encrypted recorder with cloud synchronization disabled. The approved interviewer transfers files to restricted institutional storage the same day, verifies the transfer, and removes the device copy. Transcribe locally, remove names and identifying anecdotes, and delete recordings after checking the transcript, within 30 days of collection. No outside transcription or AI service receives research material. No video is collected.

Research is optional. Saying no, skipping a question, stopping, or withdrawing will not affect grades, instruction, mentoring, services, or relationships with the school or Sacramento State. Students may attend every normal lesson without contributing research data. There is no payment, extra credit, prize, or cost.

The student researcher has no teaching, grading, mentoring, or supervisory role at the school. The school liaison distributes invitations without releasing family contact lists. The approved student researcher obtains permission and assent, administers questionnaires, and conducts any interviews. Only the researcher and faculty advisor have approved research-file access; the school receives no participation roster or individual responses.

Declining the interview or recording, when offered, does not cancel permission for the questionnaires. The approved collector will ask your child separately; your child's refusal or hesitation ends the research contact. Normal school instruction continues whether you return this form or not.

Possible risks include feeling evaluated, pressure to please adults, mild discomfort discussing learning, accidental disclosure of responses, and peers noticing who joins. Explain that this is not a test; no teacher grades answers. Use private decisions, separated workspaces, neutral nonresearch choices, and adults without grading authority for research contacts. Students can skip or stop immediately. If distress appears, end the research contact and offer the usual school support privately; record only the minimum incident information required by the approved process. Confidentiality cannot be guaranteed absolutely, and applicable child-safety reporting duties must be explained before use.

No direct benefit is promised. The study may help describe local student experiences and inform later questions about mentoring. Normal instruction is available regardless of research participation.

Responses are confidential and coded, not anonymous: the same random study code links the two questionnaires. Keep the name-to-code key, permission/assent choices, and research responses in separate access-restricted locations. Do not put a school ID, initials, birthday, or email address in the code. School staff acting outside the approved research role and mentors receive only disclosure-reviewed summaries. Any later teacher-researcher access is limited to the cleaned analysis copy under the stated post-grading release conditions. Avoid named schools, exact dates, distinctive anecdotes, and small identifiable groups in the thesis or presentation.

Research files are stored in access-restricted institution-authorized storage. Paper decision records are locked separately. School staff outside the approved research role do not receive individual responses. Reports avoid named schools and recognizable details. No external data sharing or future research reuse is proposed.

Families may ask the study team to remove their child's research contributions, using the study code or the private permission record, until 14 calendar days after the scheduled end of research collection, five school days after session six. This fixed date also applies if no child volunteers for an interview. The team gives every family the same actual calendar deadline in its permission copy and closing reminder. The window does not close separately for each child's last attendance. After the deadline, approved removals, and completion of applicable grading, the custodian deletes the study key, strips identifying narrative details, and replaces the original study codes without keeping a crosswalk. After that, individual contributions may not be locatable. No new requests to remove data can be guaranteed then.

Your actual removal-request deadline is [month day year, common to all families; supplied in your copy and closing reminder].

Proposed teaching schedule, subject to institutional approval: retain signed permission/assent records and the cleaned research files for three years after study completion or publication, whichever is later. Store decision records separately from the analysis data, without the deleted code crosswalk. The faculty advisor remains responsible for approved institutional custody when the student graduates. Confirm the actual retention trigger, account continuity, approved destruction methods, and any longer or conflicting requirements with Sacramento State before submission. This is a model choice, not a statement of a universal Sac State retention rule.

Study questions: [Student researcher name, Sacramento State email, and approved phone]. Faculty advisor: [Name and Sacramento State email]. Questions about your rights or concerns you prefer not to discuss with the study team: [Current Sacramento State Human Subjects Research contact from the official template].

Keep a copy of this information and the recorded choices. You may ask questions now or later. Asking questions does not commit your child to participate.

Questionnaires: [ ] Yes, I give permission for the two questionnaires. [ ] No, I do not give permission.

Optional interview if selected: [ ] Yes. [ ] No. This choice applies only if the questionnaire choice is Yes.

Optional interview audio: [ ] Yes. [ ] No. Audio is used only if both the interview choice and the child's recording choice are Yes. A notes-only interview is available.

Parent/guardian printed name: __________. Child's name (decision record only): __________. Relationship to child: __________. Signature/date: __________. Additional authorized parent/guardian signature(s), if required by the institutional determination: __________.

Collector records study version, permission choices, required signer verification, private contact route, and delivery of a copy. A missing or unclear checkbox is not a Yes; clarify privately before any research activity. Keep this page separate from questionnaires.

We want to learn what kids think about learning science, technology, engineering, and math. That is called STEM. Your parent or guardian said we may ask you. You still get to decide for yourself.

Would you like to answer eight short questions on a school-approved device? You would do this once before the six weeks of lessons and once afterward. Each time takes about 10 minutes. This is not a test. There are no right or wrong answers.

You can skip any question. You can stop whenever you want. Saying no will not change your grades, lessons, mentoring, or how adults treat you. You can do the regular classroom activity instead. You do not have to tell other kids what you chose.

We use a code instead of your name on your answers. We keep the list matching your name and code locked away from the answers. Your teacher and the mentors will not get your answers. We try hard to keep answers private, but we cannot promise that nobody could ever find out.

A question might make you uncomfortable. Tell me and we can skip it or stop. If you tell me someone is unsafe, I may have to ask an adult who helps keep children safe. I will explain this before we begin.

If you are in the mentoring class, you may also choose to talk with us about it for about 10 minutes. We can talk with up to 6 volunteers. You do not have to do this to answer the questionnaires. If more kids volunteer, we choose using a random list of codes, not your answers or grades.

If you choose the talk, may we record your voice? You can say no and I will just take notes. You can ask me to stop recording at any time. We will not show the recording to classmates, teachers, or mentors. We delete it after we check our written record, within 30 days.

You or your family can ask us to take out your answers until [same calendar deadline on the parent form]. After that, we remove the list connecting names to codes and may not be able to find your answers. You can always choose not to do any more research activities.

What questions do you have? Who could you tell if you wanted to stop? What happens to your grades or lessons if you say no? Listen to the child's explanation; explain again if needed. Do not treat silence as agreement.

Two questionnaires: [ ] Yes, I want to try them. [ ] No.

Optional talk if selected: [ ] Yes. [ ] No.

Recording during the talk: [ ] Yes. [ ] No, notes only. Ask again before switching the recorder on.

Child name/assent mark as approved: __________. Date: __________. Collector name/signature: __________. Parent permission verified: __________. Study version: __________. Record assent using the method Sacramento State approves for this study; this teaching signature line does not prescribe the official requirement.

Check willingness briefly at every research contact. If the child says no, turns away, is uncertain, or becomes uncomfortable, stop and clarify without pressure. Parent permission cannot override the child's refusal.

Collector: student researcher. Verify permission and current assent privately. Enter the random study code, neutral class label A or B, and wave (pre or post); no names appear on this instrument. Allow up to 10 minutes. Use exactly the same items and response anchors at both waves and in both classes.

Qualtrics layout: opening information/choice page; code and wave fields completed by the collector; eight separate optional questions, with no forced response or automatic advancement; review page and Submit. The opening choices are 'I want to answer' and 'No, I do not want to answer.' A No ends before displaying items and is not saved as a research response. Do not persist abandoned or partial sessions automatically. On a stop request, ask privately whether already-entered answers may be kept; delete the partial response if not. Test the actual platform behavior and branch/export settings before collection.

Read the instructions neutrally. Provide approved access supports without supplying answers. No teacher or mentor watches responses. Record missing items as missing, not a fifth response or zero. Pre is before the first mentoring session; post is within five school days after session six.

Study code (collector only): __________. Wave: [ ] Pre [ ] Post. Class: [ ] A [ ] B. Do not write a name.

These questions ask what you think about STEM learning right now. STEM means science, technology, engineering, and math. This is not a test. There are no right or wrong answers. Choose one answer for each question you want to answer. You can leave any question blank or stop. Do not write your name or anyone else's name.

For each sentence choose: 1 = Not at all true for me; 2 = A little true for me; 3 = Mostly true for me; 4 = Very true for me. You may skip an item. No 'not applicable' response is scored as a number.

• 1. I am interested in learning about science and engineering ideas.
• 2. I like asking questions about how things work.
• 3. I want to try more STEM activities at school.
• 4. I feel comfortable trying an idea even when I am not sure it will work.
• 5. I feel able to explain one of my ideas to other students.
• 6. I am interested in finding another way when a design does not work.
• 7. I like working with other students on a STEM challenge.
• 8. I want to learn more about how people use STEM outside school.

Thank you. You can return to your normal activity. Your answers do not affect your grades or lessons. If you have questions or want your answers removed before [common calendar deadline], tell [approved collector/contact].

Describe each item's response distribution and missingness at each wave. For students with both responses to an item, summarize paired change descriptively; do not impute skipped answers or treat them as zero. Report enrolled students, completed questionnaires, and item-specific complete pairs separately. Compare descriptive changes between the two existing classes, acknowledging baseline differences, teacher/context differences, selection and attrition, and the fact that two classes cannot support a credible causal effect estimate. This original teaching questionnaire is not a validated scale; do not invent reliability, norms, a total score, or statistical significance. Read the interview records repeatedly, apply a small transparent codebook about interest, support, challenge, and suggestions, and record discrepant views. Use brief de-identified paraphrases; use quotations only when checked against an authorized transcript. Relate interview themes to the class-level description without exposing individual response profiles. No results are invented.

Only students in the mentoring class who join the questionnaire component and have separate parent permission and child assent may volunteer for an interview. The approved research collector randomly orders eligible volunteer study codes and invites the first six, or everyone if fewer than six volunteer. If an invited child declines before interviewing, invite the next code once; stop at six children who begin an interview. A child who stops after starting still counts toward that cap. Do not select by questionnaire answers, attainment, gender, or teacher preference.

Interviewer: the approved student researcher, never a person grading the child. Schedule after the post-questionnaire within five school days of session six. Use the approved observable, acoustically private school space. Parent questionnaire/interview permission and the child's assent must both be recorded.

Audio is optional, with separate affirmative parent permission and child agreement immediately before the interview. A child may choose a notes-only interview, stop recording, or stop the interview. Use only an institution-authorized encrypted recorder with cloud synchronization disabled. The approved interviewer transfers files to restricted institutional storage the same day, verifies the transfer, and removes the device copy. Transcribe locally, remove names and identifying anecdotes, and delete recordings after checking the transcript, within 30 days of collection. No outside transcription or AI service receives research material. No video is collected.

Thanks for considering this short talk. We will talk for about 10 minutes about the STEM mentoring activities. There are no right or wrong answers. You can skip a question or stop. It will not affect your lessons or grades. Please do not use other people's names. Is it still okay to talk?

Your parent or guardian [did/did not] permit recording. If permission is Yes, ask: May I record your voice, or would you like me to take notes only? Record the child's current answer before activating the recorder. If either answer is No, use notes. If the child later asks to stop recording, stop immediately and ask whether the earlier audio may be kept until checking or should be deleted; record and honor the choice.

If a child appears uneasy or does not affirm willingness, stop; do not persuade. Remind the child of the applicable safety-reporting limits already explained during assent.

• 1. What do you remember doing in the STEM mentoring activities?
• 2. Which part, if any, interested you? What made it interesting?
• 3. Was anything confusing or difficult? You can skip this question.
• 4. What did you do when an idea did not work the first time?
• 5. What was it like working with the adults or other students? Please do not name anyone.
• 6. What, if anything, would you change about the activities?
• 7. Is there anything else you want us to know about the experience?
• Optional neutral probes within the 10-minute limit: 'Can you tell me a little more?' or 'What do you mean by that?' Do not imply that the child should have enjoyed or benefited from mentoring.

Let me check that I understood: [brief neutral summary]. Did I get that right? Is there anything you want left out? Thank you. You may return to your normal activity. Remind the child of the removal deadline and approved contact.

Coded field record: study code; interview choice; recording choice when offered; completed/stopped; approximate minutes; prompt number and notes; requested omissions; minimal process deviations. Do not include third-party names. Mark notes as paraphrases unless a quotation is verified against permitted audio. Store and release records under the shared data plan.

Random study code; neutral class label A or B; wave (pre or post); eight optional 1–4 questionnaire responses; missing-response indicators; coded interview notes; separately permitted audio and a checked transcript. No grades, test-score records, school IDs, demographics, mentor communications, emails, diagnoses, or family income are collected. Signed decision forms are administrative records, not questionnaire items.

The student researcher has no teaching, grading, mentoring, or supervisory role at the school. The school liaison distributes invitations without releasing family contact lists. The approved student researcher obtains permission and assent, administers questionnaires, and conducts any interviews. Only the researcher and faculty advisor have approved research-file access; the school receives no participation roster or individual responses.

Responses are confidential and coded, not anonymous: the same random study code links the two questionnaires. Keep the name-to-code key, permission/assent choices, and research responses in separate access-restricted locations. Do not put a school ID, initials, birthday, or email address in the code. School staff acting outside the approved research role and mentors receive only disclosure-reviewed summaries. Any later teacher-researcher access is limited to the cleaned analysis copy under the stated post-grading release conditions. Avoid named schools, exact dates, distinctive anecdotes, and small identifiable groups in the thesis or presentation.

Proposed institutional location: a restricted STEM_Mentoring_Study workspace on Sacramento State-managed storage. The public IRT recommendation for Level 1 and Level 2 data is SacFiles Secure. Local Sac State IRB examples also name the Sac State U: drive and institutional OneDrive through Outlook/CSUS sign-in. Before submission, the advisor and IRT must confirm which service is authorized for these child research data, the account owner, and the access list; enter that exact approved location in every document. A personal Microsoft OneDrive account is not the institutional service. Do not use personal email, personal clouds, unencrypted removable media, or public sharing links.

Access owner: the student researcher maintains separately restricted folders for decision records, the linkage key, and coded data, with audio separately restricted. Access is limited to the researcher and faculty advisor, as approved. The school receives only disclosure-reviewed aggregate summaries. Use institution-approved devices and authentication, log authorized transfers, and plan incident reporting through the university's required channels.

Use a university-authorized Qualtrics account and a generic untracked link supervised by the approved collector. The collector enters the random study code, wave, and neutral class label where applicable; no school or personal login is requested from children. Disable unnecessary IP/location/contact-list collection and avoid identifiable URL parameters; inspect a test export for hidden identifiers, timestamps, and device fields. This remains coded research even when an anonymize setting is enabled. Export to approved storage promptly and delete the platform copy within 30 days after verifying the final export and permitted corrections, using approved procedures. Confirm any service backup-retention limitations before promising complete erasure.

Keep paper permission and assent records in a locked cabinet under the approved custodian, separate from coded instruments. Restrict any approved scans equivalently. Review access when staff change or the student graduates. Institutional backups and platform deletion limits must be documented; use approved IT disposal and secure shredding rather than promising instant erasure from every backup.

A historical Sac State submission used separate Audio, Transcripts, and Participants folders in CSUS OneDrive. This original teaching model retains that useful separation and adds explicit permissions, questionnaire, and analysis folders. These are examples of file organization, not real folders created in a university account.

STEM_Mentoring_Study / Participants_Key: the private name-to-random-code crosswalk and minimum contact route. Restrict to the approved custodian; delete the study-specific crosswalk after the common withdrawal deadline, requested removals, and grading conditions.

STEM_Mentoring_Study / Permission_Assent: signed decisions and separate interview/recording choices. Keep separate from responses and from the key. Retain under the approved administrative-record schedule; do not put names in response filenames.

STEM_Mentoring_Study / Questionnaires: coded pre/post exports or verified paper data entry; neutral class labels where applicable. Do not store the name key here.

STEM_Mentoring_Study / Audio: separately permitted recordings named with the study code, not the child's name. Only the approved interviewer/custodian has access before release conditions; delete after transcript checking, within 30 days.

STEM_Mentoring_Study / Transcripts_Notes: coded, checked interview text or notes. Remove third-party names and recognizable anecdotes; follow the same restricted pre-grading custody as the questionnaires.

STEM_Mentoring_Study / Analysis: the cleaned release copy with replacement codes and no retained identity crosswalk. Faculty advisor and student researcher receive only the access permitted by the selected relationship and release conditions. Review quotations and small groups before reporting.

Separate folder names alone do not create security. Set and verify folder-level access and sharing permissions, restrict inheritance when needed, confirm account continuity after graduation, and test that an unauthorized account cannot open a research link. Keep any approved local cached copies on encrypted institutional devices and include them in the approved disposal process.

Audio is optional, with separate affirmative parent permission and child agreement immediately before the interview. A child may choose a notes-only interview, stop recording, or stop the interview. Use only an institution-authorized encrypted recorder with cloud synchronization disabled. The approved interviewer transfers files to restricted institutional storage the same day, verifies the transfer, and removes the device copy. Transcribe locally, remove names and identifying anecdotes, and delete recordings after checking the transcript, within 30 days of collection. No outside transcription or AI service receives research material. No video is collected.

Families may ask the study team to remove their child's research contributions, using the study code or the private permission record, until 14 calendar days after the scheduled end of research collection, five school days after session six. This fixed date also applies if no child volunteers for an interview. The team gives every family the same actual calendar deadline in its permission copy and closing reminder. The window does not close separately for each child's last attendance. After the deadline, approved removals, and completion of applicable grading, the custodian deletes the study key, strips identifying narrative details, and replaces the original study codes without keeping a crosswalk. After that, individual contributions may not be locatable. No new requests to remove data can be guaranteed then.

Before destroying the key, the approved custodian resolves all timely requests across questionnaires and interview material. Verify that any retained paraphrase or transcript no longer contains identifying details. Do not destroy the school's original records or instruction materials. Document completion without retaining a replacement identity crosswalk.

Proposed teaching schedule, subject to institutional approval: retain signed permission/assent records and the cleaned research files for three years after study completion or publication, whichever is later. Store decision records separately from the analysis data, without the deleted code crosswalk. The faculty advisor remains responsible for approved institutional custody when the student graduates. Confirm the actual retention trigger, account continuity, approved destruction methods, and any longer or conflicting requirements with Sacramento State before submission. This is a model choice, not a statement of a universal Sac State retention rule.

At the approved endpoint, securely delete institutional research files using IRT-approved procedures and securely shred paper research and decision records. Record the destruction date, scope, and responsible custodian. Document any mandatory hold or approved exception rather than silently changing the schedule.

Describe each item's response distribution and missingness at each wave. For students with both responses to an item, summarize paired change descriptively; do not impute skipped answers or treat them as zero. Report enrolled students, completed questionnaires, and item-specific complete pairs separately. Compare descriptive changes between the two existing classes, acknowledging baseline differences, teacher/context differences, selection and attrition, and the fact that two classes cannot support a credible causal effect estimate. This original teaching questionnaire is not a validated scale; do not invent reliability, norms, a total score, or statistical significance. Read the interview records repeatedly, apply a small transparent codebook about interest, support, challenge, and suggestions, and record discrepant views. Use brief de-identified paraphrases; use quotations only when checked against an authorized transcript. Relate interview themes to the class-level description without exposing individual response profiles. No results are invented.

• No names, emails, school IDs, exact dates, or original linkage codes in the analysis copy.
• Do not claim anonymity while a key, recognizable quote, or raw recording still exists.
• Review small counts and distinctive stories; omit or combine material when needed to reduce recognition risk.
• No data about nonparticipants, external AI uploads, public row-level files, or unapproved future reuse.

This teaching packet illustrates how a coherent set fits together; it is not an application ready to submit unchanged.

• Confirm current Cayuse team roles, every conditional question, review pathway, and official Sacramento State forms with your advisor.
• Replace the fictional site, team contacts, dates, local rationale, access arrangements, and study title. Do not add signatures or approval stamps that do not exist.
• Attach district/site permission or accurately label requests pending; complete the teacher/liaison responsibilities and approved safeguarding arrangements.
• Check that parent permission and child assent repeat the same core procedures, risks, contacts, separate choices, time, and removal deadline.
• Attach the exact Qualtrics instrument and administration instructions, tested preview link, all branches, and a test export with hidden identifiers checked, plus the complete interview guide.
• Confirm storage access, approved devices, custody after graduation, retention/deletion rules, and the person who processes withdrawals.
• Resolve language access and disability accommodations without unnecessary exclusion; use current Sacramento State demographic-language guidance if such questions become necessary.
• Complete faculty review and obtain the required institutional determination and external permissions before recruitment or data collection. Approval of an older example never transfers to a new study.

Fictional composite teaching example. This packet has not been approved by an IRB. Replace the example facts and contact placeholders, confirm current Sacramento State Cayuse requirements, and obtain the required determination before recruitment or research data collection.

Included means supplied as a fictional model, not approved. Confirm pathway means the institution/data owner must determine what is required; it is not a waiver.

• District permission request: Included. Research access request and unsigned response outline
• Principal site cooperation request: Included. Site logistics and unsigned cooperation response
• Teacher and liaison agreement: Included. Separate instruction, recruitment, grading, and research roles
• Family invitation: Included. Plain-language letter distributed privately by the school liaison
• Parent or guardian permission: Included. Teaching content to place in the current Sacramento State form
• Child assent for ages 10–11: Included. Short spoken explanation and separate child choices
• STEM interest questionnaire: Included. Complete original eight-item Qualtrics instrument for both waves
• Optional student interview guide: Included. Ten-minute individual conversation with separately documented choices
• Data management and withdrawal plan: Included. Concrete custody, storage, transfer, and destruction steps
• Before you submit in Cayuse: Included. Assembly and faculty review checklist

• This is an original fictional composite informed by document structures, not a redacted student's approved protocol. Do not treat historical success as approval of this design.
• One class, two classes, paper, Qualtrics, researcher relationship, interviews, and recording change the whole packet together. Other changes require a new consistency review.
• The instrument is original and unvalidated; justify a measure with your advisor rather than reporting an invented scale score.
• No gender or ethnicity items are needed here. If your research question requires them, begin with current Sacramento State guidance and collect only necessary information.
• Parent/guardian signer requirements, assent documentation, storage authorization, and review classification remain institutional decisions.