Technical Assistance

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Upcoming Events

Supportive School Discipline Webinar Series: Addressing Truancy-- Innovative Approaches to Systemically Increasing Attendance and Reducing Chronic Truancy

February 27, 4:00-5:30 pm ET

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What's New

HHS/Office of Adolescent Health Updates State-by-State Adolescent Mental Health Facts. The Department of Health and Human Services Office of Adolescent Health has recently updated its state summaries that focus on adolescent mental health. Each state page reports on positive social skills, depressive symptoms, depressive episodes and suicidal thoughts, attempts, and injuries.  Learn More

Safety

School safety refers to the security of the school setting and school-related activities as perceived and experienced by all stakeholders, including families, caregivers, students, school staff, and the community. School safety encompasses both emotional and physical safety, and is influenced by positive and negative behaviors of students and staff as well as the presence of substance use in the school setting and during school-related activities. The following products, research articles and briefs, and tools provide an overview of issues and concerns related to school safety, as well as tools and strategies to address components of emotional and physical safety in the school setting.

 

Balancing Student Privacy and School Safety: A Guide to the Family Educational Rights and Privacy Act for Elementary and Secondary Schools

Discusses, according to the Family Educational Rights and Privacy Act, under what emergency situations it is acceptable, for safety reasons, that a school override the "written consent" requirement.

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Early Warning, Timely Response: A Guide to Safe Schools

Offers research-based practices designed to assist school communities identify these warning signs early and develop prevention, intervention and crisis response plans.

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Parents’ Guide to the Family Educational Rights and Privacy Act: Rights Regarding Children’s Education Records

Explains that, under the Family Educational Rights and Privacy Act , once a student is 18 years old, rights to view educational records are under the student’s discretion, but identifies special situations when parents may still gain access to records once the student is 18 years old, such as when safety or legal matters are at hand.

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Practical Information on Crisis Planning: A Guide for Schools and Communities

Gives schools, districts, and communities the critical concepts and components of good crisis planning, stimulates thinking about the crisis preparedness process, and provides examples of promising practices.

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Psychosocial Issues for Children and Adolescents in Disasters

Offers resources for those working with children in the wake of disaster. Discusses theories of child development as applied to a youth experiencing the fear, anxiety, and trauma of disaster. Offers practical suggestions, case studies, and a resource guide.

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Safeguarding Our Children: An Action Guide

Provides a comprehensive model that can lead to safer schools and information about technical assistance centers and evidence-based resources that schools can draw upon to develop a comprehensive plan that addresses the particular safety needs of their schools and communities.

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Threat Assessment in Schools: A Guide to Managing Threatening Situations and to Creating Safe School Climates

Details a process for identifying, assessing, and managing students who may pose a threat of targeted violence in schools; includes suggestions for developing a threat assessment team within a school or school district, steps to take when a threat or other information of concern comes to light, consideration about when to involve law enforcement personnel, issues of information sharing, and ideas for creating safe school climates.

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Tips for Helping Students Recovering from Traumatic Events

Provides practical information for parents and students who are coping with the aftermath of a natural disaster, as well as teachers, coaches, school administrators and others who are helping those affected.

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The Safe and Supportive Schools TA Center is currently reviewing resources for possible inclusion on the webpage. If you know of a free resource that could be posted here, nominate it by completing a nomination form.

Safe Communities, Safe Schools: School Safety Glossary

Simple, concise tool for schools, families, and communities.

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The Safe and Supportive Schools TA Center is currently reviewing resources for possible inclusion on the webpage. If you know of a free resource that could be posted here, nominate it by completing a nomination form.

Websites

New York State Center for School Safety

Provides support to schools, families, communities and government organizations throughout the state of NY as  a government coordinating agency and information clearinghouse on school safety.  Houses resources like briefs, factsheets, archived webinars, and newsletters.

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American Federation of Teachers

Houses free products and tools on topic it calls "Safe, Orderly and Healthy Schools" and serves as a membership organization for teachers, providing members a wealth of resources on teaching, including periodicals and videos.

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School Safety Partners

Dedicated to creating long-term funding partnerships to support school safety best practices. Offers webinars and information kits about improving school safety legislation and finding long-term funding solutions.

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Emergency Planning for Schools

Provides information that can help school leaders plan for any emergency, including natural disasters, violent incidents and terrorist acts.

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News Clips

After the Tragedy, What Next?

School districts are required to have detailed plans for crisis prevention and response, but an often-overlooked element in this planning is addressing what to do in the long-term aftermath of tragedy. After a tragedy, everything is in turmoil; it is not the easiest time to make difficult decisions about moving forward. That’s why some decisions should be thought out in advance, writes Carolyn Lunsford Mears.

Read Story

 

Principals' Union: We Need National School Safety Task Force

In the wake of the shootings in Newtown, Conn., the American Federation of School Administrators is calling for a national task force specifically on school safety. The task force, the goals of which were outlined in a press release dated Dec. 18, would focus on standards for establishing best practices in school safety, for implementing those best practices, and for determining what resources are needed to establish them.

Read Story

School Shootings' Effects Felt in Districts Nationwide

Three days after the deadliest K-12 school shooting in American history, state and district education leaders across the country are reviewing security measures, increasing police presence, and grappling with how to answer students’ questions about the massacre at Sandy Hook Elementary School in the Newtown, Conn., district.

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Hurricane Sandy-Stricken Belmar Families Get Help, Support From School Teachers

Hurricane Sandy devastated communities along the east coast, and kept New Jersey and New York students out of school for a week or more. Families went umpteen days without power or heat. In Belmar, N.J., Belmar Elementary School teachers went door-to-door, offering help to their students victimized by the storm. For those who need shelter and hot food, the teachers were able to bring about 50 students to the still powerless school for lunch -- and reading.

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N.J. Governor Signs Law Requiring Defibrillators in Schools

Starting Sept. 1, 2014, all public and private K-12 schools in New Jersey must have automatic external defibrillators (AEDs) on site and in an unlocked location. The law also requires schools to create emergency action plans (EAPs) for responding to sudden cardiac events. Schools must list in their EAPs at least five employees who are currently trained in the use of an AED. They also must specify which employee is responsible for which task in the case of a sudden cardiac event (e.g., calling 911, retrieving the AED, etc.).

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Secretaries Arne Duncan and Janet Napolitano Encourage Communities to Participate in National Earthquake Drill

The 2012 "Great ShakeOut" will be conducted on October 18. This drill, which can be conducted in as little as 90 seconds, provides a timely and relevant opportunity for the entire community to get prepared, practice what to do to be safe ("Drop, Cover, and Hold On"), and learn what emergency plans need to be improved. Schools, colleges, universities, businesses, organizations, and households will all participate.

Register Here

States Fail to Meet Disaster-Preparedness Standards

In its "National Report Card on Protecting Children During Disasters," the Wesport, Conn.-based organization found that 33 states and the District of Columbia do not meet at least one of four disaster-preparedness standards, which include having several different plans in the event of an emergency: for evacuating children during an emergency; for assisting children with disabilities, for reuniting families after a disaster, and multi-hazard plans for K-12 schools.

Read Story

CO Panel: Strict School Discipline Should Be Scrapped

Colorado lawmakers and police said Monday that strict disciplinary policies at schools created after the Columbine High School shootings should be scaled back or scrapped and that administrators should have more control over student punishment.

Full story

Senate Leaders Co-Sponsor Interoperable Communications in Schools Bill

Democrat and Republican leaders in the Colorado Senate co-sponsored the first school safety bill in the nation calling for statewide communications interoperability that includes all schools.

Full story

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Non-Federal | Federal

School Climate Survey Compendium (as of December 20, 2011)

To assist educators and education agencies in locating a valid and reliable needs assessment that suits their needs, the Safe and Supportive Schools Technical Assistance Center is developing a compendium of student, staff, and family surveys that can be used as part of a school climate needs assessment.  Below is an initial list of school climate survey batteries. (Alternatively, click  here to download a summary table (PDF) of each survey by respondent type.)

Please note that the Office of Safe and Healthy Students does not endorse any particular scale or survey presented in this compendium. Additionally, the database presented is not an exhaustive listing of available measures or survey instruments.  If you would like to nominate a survey that is not currently included in the compendium, click on the link below.

 Nominate a Survey
 

Alaska School Climate and Connectedness Survey

Constructs
  • Students - High Expectations, School Safety, School Leadership and Student Involvement, Respectful Climate, Peer Climate, Caring Adults, Parent and Community Involvement, Social and Emotional Learning, Student Delinquent Behaviors, Student Drug and Alcohol Use
  • Staff - School Leadership and Involvement, Staff Attitudes, Student Involvement, Respectful Climate, School Safety, Parent and Community Involvement, Student Delinquent Behaviors, Student Drug and Alcohol Use

Respondents

Students, Staff

Reports
  • American Institutes for Research (2010). 2010 School Climate and Connectedness Survey Statewide Report: Student and Staff Results. Washington D.C.
  • American Institutes for Research (2009). Alaska School Climate and Connectedness Student Survey Spring 2009 Scale Reliabilities Unpublished.
  • Kendziora, K. and E. Spier (2011). Memo Regarding the Alaska School Climate and Connectedness Survey. Unpublished.

Survey Instruments

These survey instruments are not publicly available. Please contact Kim Kendziora at kkendziora@air.org for more information about this survey.

 

American Institutes for Research Conditions for Learning Survey

Constructs

Safe and Respectful Climate, High Expectations, Student Support, Social and Emotional Learning

Respondents

Students

Reports
  • Osher, D., Kendziora, K, and Chinen, M. (2008).Student Connection Research: Final Narrative Report to the Spencer Foundation. Washington, DC: American Institutes for Research Report. Available online at: http://www.air.org/expertise/index/?fa=viewContent&content_id=383. 
  • American Insitutes for Research (2007). Cronbach's Alpha Reliability Analysis Student Connection Survey Chicago 2007. Unpublished.
  • Osher, D. (2011). Non-Original Items in AIR's 2007 Conditions for Learning Survey. Unpublished memo.
  • Osher, D. (2011). AIR's 2007 Conditions for Learning Survey. Unpublished memo.

Survey Instruments

There is no charge for using this survey. Please contact David Osher at dosher@air.org for additional information.

 

California Healthy Kids Survey

Constructs

School connectedness, School supports - caring relationships, School supports - high expectations, School supports - opportunities for meaningful participation, Community supports - caring relationships, Community supports - high expectations, Community supports - opportunities for meaningful participation, Tobacco, alcohol, or drug use at school, Physical/ verbal/emotional violence victimization, Physical/ verbal/emotional violence perpetration, Harassment victimization, Peer supports - caring relationships, Peer supports - high expectations, Home supports - caring relationships, Home supports - high expectations, Home supports - opportunities for meaningful participation, Problem solving Self-efficacy, Cooperation and communication, Empathy, Self-awareness

Respondents

Students

Reports
  • Hanson, T.L. & Kim, J. O. (2007). Measuring resilience and youth development: The Psychometric properties of the Healthy Kids Survey. (Issues & Answers Report, -No. 034). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. Available online at: http://www.ies.ed.gov/ncee/edlabs/regions/west/pdf/REL_2007034_sum.pdf.
  • Furlong, M. J., L. M. O'Brennan, and S. You. (Forthcoming). Psychometric Properties of the Add Health School Connectedness Scale for 18 Socio-cultural Groups. Under review for publishing. 
  • Hanson, T.L. and G. Austin (2011). Internal Consistency Reliabilities for Healthy Kids School Climate Survey Instruments. Unpublished. 
  • Hanson, T.L. (n.d.) School Climate Domains and Cal-SCHLS Measures to Assess Them. Unpublished.

Survey Instruments

Please note that while a copy of the survey instrument is publicly available at http://chks.wested.org/administer/download, it is copyright protected. Information on obtaining the survey instrument can be found at: http://chks.wested.org/.

 

California School Climate Survey

Constructs

Collegiality, Resource provisions and training, Professional development – instruction, Professional development – cultural competence, Professional development – meeting student needs, Positive student learning environment, Caring and respectful relationships, High expectations of students, Opportunities for meaningful participation, Cultural sensitivity, Clarity and equity of discipline policies, Perceived school safety, Learning facilitative behavior, Learning barrier – risk behavior, Learning barrier – interpersonal conflict and destructive behavior

Respondents

Staff

Reports
  • You, Sukkyung, & Furlong, M. (nd) A psychometric evaluation of staff version of school climate survey. University of California, Santa Barbara.
  • You, Sukkyung, O’Malley, M., & Furlong, M. (Under review). Brief California School Climate Survey: Dimensionality and measurement invariance across teachers and administrators. Submitted to Educational and Psychological Measurement.
  • Hanson, T. and G. Austin (2011). Internal Consistency Reliabilities for Healthy Kids School Climate Survey Instruments. Unpublished.
  • Hanson, T.L. (n.d.) School Climate Domains and Cal-SCHLS Measures to Assess Them. Unpublished.

Survey Instruments

Please note that while a copy of the survey instrument is publicly available at http://cscs.wested.org/training_support, it is copyright protected. Information on obtaining the survey instrument can be found at: http://cscs.wested.org/.  

 

California School Parents Survey

Constructs

Facilitation of parent involvement, Positive student learning environment, Opportunities for meaningful participation, Cultural sensitivity, Clarity and equity of discipline policies, Perceived school safety, Learning barriers

Respondents

Parents

Reports
  • Hanson, T. and G. Austin (2011). Internal Consistency Reliabilities for Healthy Kids School Climate Survey Instruments. Unpublished.
  • Hanson, T.L. (n.d.) School Climate Domains and Cal-SCHLS Measures to Assess Them. Unpublished.

Survey Instruments

Please note that while a copy of the survey instrument is publicly available at http://csps.wested.org/, it is copyright protected. Information on obtaining the survey instrument can be found at: http://cscs.wested.org/.  

 

The Center for Research in Educational Policy School Climate Inventory

Constructs

Orderly School Environment; Instructional Leadership; Positive Learning Environment; Parent and Community Involvement; Well-Developed and Implemented Instruction; Expectations for Students; Collaboration among Administration, Faculty, and Students

Respondents

Teachers, Administrators and Professional Staff

Reports
  • Butler, E.D. and M.J. Alberg (1991). Tennessee School Climate Inventory: A Resource Manual. Memphis, TN: Center for Research in Education Policy.
  • Franceschini III, L.A. (2009). Convergent Validity Study of the School Climate Inventory (SCI) Using Archived Tennessee Department of Education Indicators. Memphis, TN: Center for Research in Educational Policy.
  • Butler, E.D. and M.J. Alberg (1991). SCI-R Reliability Coefficients on the Seven Dimensions. Unpublished.
  • Butler, E.D. and M.J. Alberg (1991). School Climate Inventory. Unpublished.
  • Franceschini III, L.F. (2011). SCI/SCI-R Missing Values Protocols. Unpublished.

Survey Instruments

This survey instrument is not publicly available. Please contact the Center for Research in Educational Policy at CREP@memphis.edu or 1-866-670-6147 for more information.

 

The Center for Social and Emotional Education Comprehensive School Climate Inventory

Constructs
  • Students - Orderly School Environment, Administration Provides Instructional Leadership, Positive Learning Environment, Parent and Community Involvement, Instruction is Well-Developed and Implemented, Expectations for Students, Collaboration between Administration, Faculty, and Students
  • Staff - Rules & Norms, Physical & Emotional Bullying, Physical Surroundings, Social & Civic Learning, Professional Relationships, Respect & Diversity, Openness, Outreach to family members, Support for Learning, Administrator & Teacher Relationships
  • Parents - Physical & Social Bullying, Respect & Diversity, Social Support -Adults (toward each other and toward students), Social & Civic Learning, Physical Surroundings, Rules & Norms, Student-Student Relationships, Support for Learning
  • Community Members - Physical & Social Bullying, Respect & Diversity, Social Support -Adults (toward each other and toward students), Social & Civic Learning, Physical Surroundings, Rules & Norms, Student-Student Relationships, Support for Learning, and interest in supporting the school’s improvement efforts

Respondents

Students, Staff, Parents/Guardians, Community Members

Reports
  • Guo, P., Choe, J., & Higgins-D'Alessandro, A. (2011). Report of Construct Validity and Internal Consistency Findings for the Comprehensive School Climate Inventory. Fordham University.
  • Higgins-D’Alessandro, Faster & Cohen, 2010). School Growth and Change: A Report Comparing Schools in 2007 and 2010. Fordham University and the National School Climate Center. Unpublished report, June 7, 2010.
  • Sandy, S.V., Cohen, J. & Fisher, M.B. (2007). Understanding and Assessing School Climate: Development and Validation of the Comprehensive School Climate Inventory (CSCI). National School Climate Center. Unpublished paper.

Survey Instruments

These survey instruments are not publicly available. Please contact Darlene Faster, COO and Director of Communications, at the National School Climate Center at dfaster@schoolclimate.org or (212) 707-8799 x22 for more information on these surveys.

 

Communities That Care Youth Survey

Constructs
  • Community risk factors (low neighborhood attachment, community disorganization, transitions and mobility, perceived availability of drugs, perceived availability of handguns, laws and norms favorable to drug use); Community protective factors (opportunities for prosocial involvement, rewards for prosocial involvement); Family risk factors (family history of antisocial behavior, poor family management, family conflict, parental attitudes favorable towards drug use, parental attitudes favorable to antisocial behavior); Family protective factors (attachment, opportunities for prosocial involvement, rewards for prosocial involvement); School risk factors (academic failure, low commitment to school); School protective factors (opportunities for prosocial involvement, rewards for prosocial involvement); Peer-individual risk factors (rebelliousness, gang involvement, perceived risks of drug use, early initiation of drug use, early initiation of antisocial behavior, favorable attitudes toward drug use, favorable attitudes toward antisocial behavior; sensation seeking, rewards for antisocial involvement, friends’ use of drugs, interaction with antisocial peers, intentions to use); Peer-individual protective factors (interaction with prosocial peers, belief in the moral order, prosocial involvement, rewards for prosocial involvement, social skills, religiosity); Outcome measures (depression, antisocial behavior).

Respondents

Students

Reports
  • Community Youth Development Study. (2010). Communities That Care Youth Survey Item Construct Dictionary.
  • Hawkins, J. D., Catalano, R. F., & Arthur, M. W. (2002). Promoting science-based prevention in communities. Addictive Behaviors 905, 1-26.
  • Hawkins, J. D., Catalano, R. F., & Miller, J. Y. (1992). Risk and protective factors for alcohol and other drug problems in adolescence and early adulthood: Implications for substance abuse prevention. Psychological Bulletin, 112(1), 64-105.
  • Arthur, M. W. (2011) The Communities That Care Youth Survey: Additional Information for Checklist Criteria. Unpublished memo.
  • Monahan, K., Egan, E. A., Horn, M. L. V., Arthur, M., & Hawkins, D. (2011). Community-level effects of individual and peer risk and protective factors on adolescent substance use. Journal of Community Psychology, 39(4), 478-498.
  • Fagan, A. A., Horn, M. L. V., Hawkins, J. D., & Arthur, M. (2007). Using community and family risk and protective factors for community-based prevention planning. Journal of Community Psychology, 35(4), 535-555.
  • Calkins, S. D. (2009). Psychobiological models of adolescent risk: Implications for prevention and intervention. Developmental Psychobiology, 213-215.
  • Schulenberg, J. E., & Maggs, J. L. (2008). Destiny matters: Distal developmental influences on adult alcohol use and abuse. Addiction, 103(Suppl. 1), 1-6.
  • Williams, J. H., Ayers, C. D., & Arthur, M. W. (1997). Risk and protective factors in the development of delinquency and conduct disorder. In M. W. Fraser (Ed.), Risk and resilience in childhood: An ecological perspective (pp. 140-170). Washington, DC: NASW Press.
  • Hawkins, J. D., Catalano, R. F., Kosterman, R., Abbott, R. D., & Hill, K .G. (1999). Preventing adolescent health risk behaviors by strengthening protection during childhood. Archives of Pediatric and Adolescent Medicine, 153(3), 226-234.
  • Johnston, L.D., O’Malley, P. M., Bachman, J. G., & Schulenberg, J. E. (2011). Monitoring the Future national results on adolescent drug use: Overview of key findings, 2010. Ann Arbor: Institute for Social Research, The University of Michigan.

Survey Instruments

The 2010 survey instrument is not publicly available. Please contact Michael Arthur at marthur@u.washinton.edu for information about this survey.

 

The Consortium on Chicago School Research Survey of Chicago Public Schools

Constructs
  • Students - Academic Engagement, Academic Press, Peer Support for Academic Achievement, Teacher Personal Attention, School-Wide Future Orientation, Student Sense of Belonging, Safety, Incidence of Disciplinary Action, Student-Teacher Trust, Teacher Personal Support, Student Classroom Behavior
  • Staff - Teacher-Principal Trust, Collective Responsibility, Teacher-Teacher Trust, School Commitment, Student Responsibility, Disorder and Crime, Teacher-Parent Interaction, Teacher-Parent Trust, Principal Instructional Leadership, Teacher Influence in Policy

Respondents

Students, Staff

Reports
  • Consortium on Chicago School Research. (n.d.) 2007 Consortium Survey Measures. Chicago: Author. Available online at http://ccsr.uchicago.edu/surveymeasures2007/
  • Consortium on Chicago School Research. (n.d.) A Primer on Rasch Analysis. Chicago: Author. Available online at http://ccsr.uchicago.edu/downloads/9585ccsr_rasch_analysis_primer.pdf
  • Consortium on Chicago School Research. (n.d.) Alignment of the Five Fundamentals for School Success with Other Research. Chicago: Author. Available online at http://www.stratplan.cps.k12.il.us/pdfs/5_fundamentals/research_alignment-6-4-07.pdf
  • Consortium on Chicago School Research. (n.d.) Dimensions of the Five Fundamentals for School Success. Chicago: Author.
  • Montgomery, N. (2010). CCSR 5 Essentials Survey -2007 Scoring Sample. Unpublished.

Survey Instruments

Student surveys are available at http://ccsr.uchicago.edu/downloads/17242009_my_voice__9th-11th_student_codebook_.pdf and http://ccsr.uchicago.edu/downloads/23532009_my_voice_senior_student_codebook.pdf. Staff survey is available at http://ccsr.uchicago.edu/downloads/2009/HS_Teacher_Survey09Cdbk_8-6.pdf. Please note that the student and staff surveys are currently being updated and are copyrighted. Please contact Nick Montgomery at nmontgomery@uchicago.edu for additional information on these surveys.

 

Culture of Excellence & Ethics Assessment

Constructs
  • Students - Competencies: Excellence (Version 4.2 only), Competencies: Ethics (Version 4.2 only), School Culture: Excellence, School Culture: Ethics, Faculty Practices: Excellence, Faculty Practices: Ethics, Student Safety, Faculty Support for & Engagement of Students
  • Faculty/Staff - Competencies: Excellence (Version 4.2 only), Competencies: Ethics (Version 4.2 only), School Culture: Excellence, School Culture: Ethics, Faculty Practices: Excellence, Faculty Practices: Ethics, Student Safety, Faculty Support for & Engagement of Students, Leadership Practices, Faculty Beliefs & Behaviors, Home-School Communication & Support
  • Parents - Perception of School Culture, School Engaging Parents, Parents Engaging with School, Learning at Home/ Promoting Excellence, Parenting/Promoting Ethics

Respondents

Students, Faculty/Staff, Parents

Reports

Survey Instruments

These survey instruments can be used free of charge, subject to the conditions of the User Agreement, and can be found at: http://excellenceandethics.com/assess/ceea.php. Please contact Vlad Khmelkov at vkhmelkov@excellenceandethics.com for additional information.

 

Effective School Battery

Constructs
  • Students - Safety, Respect for Students, Planning and Action, Fairness of Rules, Clarity of Rules, Student Influence
  • Teachers - Safety, Morale, Planning and Action, Smooth Administration, Resources for Instruction, Good Race Relations, Parent and Community Involvement, Student Influence, Avoidance of Grades as Sanction

Respondents

Students, Teachers

Reports
  • Gottfredson, G. D. (1999) The Effective School Battery User’s Manual. Marriottsville, MD: Gottfredson Associates, Inc. Available online at http://www.gottfredson.com/forms/ESBMan.pdf.
  • Gottfredson, G.D. (n.d.) Selected Research Related to the Effective School Battery. Unpublished.

Survey Instruments

Additional information and order forms for these survey instruments can be found at: http://www.education.umd.edu/EDCP/schoolassess/Tools/ESB/ESB.html. Please contact Eva Yui at climate-assess@umd.edu for additional information.

 

Perceived School Experiences Scale

Constructs

Academic Motivation, Academic Press, School Connectedness

Respondents

Students

Reports
  • Anderson-Butcher, D., A. Amorose, A. Iachini, and A. Ball. (2011). The Development of the Perceived Schools Experiences Scale. Unpublished.
  • Anderson-Butcher, D., A. Amorose, A. Iachini, and A. Ball. (2011). The Development of the Perceived Schools Experiences Scale – Response Memo. Unpublished.

Survey Instruments

There is no charge for using this survey. Please contact Dawn Anderson-Butcher at anderson-butcher.1@osu.edu for additional information.

 

Pride Learning Environment Survey

Constructs

School climate; teacher and student respect; student discipline; school safety; teacher to student relationships; teacher collaboration; student engagement; student encouragement; frequency of substance use; effect of alcohol, tobacco, and other drugs; age of first substance use; perceived harmful effects of alcohol, tobacco, and other drugs; parents’ feelings towards alcohol, tobacco, and other drugs; place of substance use; time of substance use; violence; bullying

Respondents

Students

Reports
  • Hall, D. (2011). Documentation Report for OSDFS-TES-LES. Unpublished.
  • Hall, D. (2011). Learning Environment Survey Theoretical Framework. Unpublished.
  • International Survey Associates. (2010). LES Item Dictionary. Unpublished.
  • Hall, D. (2011). Analytic Strategies Employed for Pride Surveys Learning Environment Surveys. Unpublished.
  • Hall, D. (2011). Factor Analysis Results 2011. Unpublished.

Survey Instruments

Please note that while a copy of the survey instrument is publicly available at http://dbdemo.pridesurveys.com, it is copyright protected. Information on obtaining the survey instrument can be found at:
http://www.pridesurveys.com/Order/info.html.

 

Pride Teaching Environment Survey

Constructs

Like Teaching, Like Administrators – My School, Like Administrators – Instructional Leadership, Effective Teaching, Teacher Evaluation, Principal Support, Teacher Respect, Participatory Decision-making, Staff Collegiality, Desired Involvement in Improving Teaching Practices, Current Involvement in School Policies and Practices, Desired Involvement in Teaching Practice Policies, Student Discipline, Student Conduct Rules/Policies, Teacher Stress, Classroom Support, Teacher Attitude, Interpersonal Relationships, Student Engagement, Teacher Pay, Facilities and Resources, Teacher Workload

Respondents

Faculty

Reports
  • Hall, D. (2011) Documentation Report for OSHS – TES – LES. Unpublished.
  • Hall, D. (2011). Teaching Environment Survey (TES) Theoretical Framework. Unpublished.
  • Hall, D. (2011). Analytic Strategies Employed for Pride Survey’s TES Survey Effort. Unpublished.
  • Hall, D. (2010). TES Factor Analysis Results – Summary. Unpublished.
  • International Survey Associates, LLC. (2010). TES Item Dictionary. Unpublished.

Survey Instruments

Please note that while a copy of the survey instrument is publicly available at http://dbdemo.pridesurveys.com, it is copyright protected. Information on obtaining the survey instrument can be found at:
http://www.pridesurveys.com/Order/info.html.

 

Search Institute Creating a Great Place to Learn Survey

Constructs
  • Students - Caring and Fair Staff, Parental Support and Achievement Values, Student Voice, Safety, Classroom Order, Peer Academic Influence, Academic Expectations, Active Learning, Sense of Belonging, Motivation
  • Staff - Student-Staff Relationships, Staff Collective Efficacy, School-Community Relations, Staff Collegiality, Parental Involvement, Administrative Leadership, Academic Expectations, Students' Commitment to Learning, Safety, Classroom Order, Student Voice, Fairness and Consistency of Policies and Practices, Support for Instructional Improvement, Resource Adequacy, Commitment

Respondents

Students, Staff

Reports
  • Search Institute. (2006). Search Institute's Creating a Great Place to Learn Survey: A Survey of School Climate, Technical Manual. Minneapolis: Author. Available online at http://www.search institute.org/system/files/School+Climate--Tech+Manual.pdf
  • Scales, P.S. (2011) Preparation of Dataset for Analysis. Unpublished memo.

Survey Instruments

These survey instruments are not publicly available. Please contact the Search Institute for additional information at http://www.search-institute.org/survey-services.

 

Secondary Classroom Climate Assessment Instrument

Constructs

Discipline environment, Student interactions, Learning assessment, Attitude and culture

Respondents

Students, Staff

Reports
  • Shindler, J., A. Jones, A.D. Williams, C. Taylor and H. Cadenas. (2009). Exploring the School Climate -- Student Achievement Connection: And Making Sense of Why the First Precedes the Second. Los Angeles: Alliance for the Study of School Climate.
  • Alliance for the Study of School Climate (2011). Examining the Reliability and Validity of the ASSC/WASSC School Climate Assessment Instrument (SCAI). Unpublished (will be published on ASSC Website).
  • Shindler, J. (2011). Untitled memo with psychometric information. Unpublished.

Survey Instruments

Survey instrument is not publicly available. Please contact John Shindler, Director of the Alliance for the Study of School Climate at jshindl@calstatela.edu for additional information on the CCAI.

 

Secondary School Climate Assessment Instrument

Constructs
  • Students: Physical appearance of the school, Student interactions, Discipline environment, Learning/assessment, Attitude and culture, Community relations
  • Faculty: Physical appearance of the school, Faculty relations, Student interactions, Leadership decisions, Discipline environment, Learning/ assessment, Attitude and culture, Community Relations

Respondents

Students, Faculty, Parents

Reports
  • Shindler, J., A. Jones, A.D. Williams, C. Taylor and H. Cadenas. (2009). Exploring the School Climate -- Student Achievement Connection: And Making Sense of Why the First Precedes the Second. Los Angeles: Alliance for the Study of School Climate.
  • Alliance for the Study of School Climate (2011). Examining the Reliability and Validity of the ASSC/WASSC School Climate Assessment Instrument (SCAI). Unpublished (will be published on ASSC Website).
  • Shindler, J. (2011). Untitled memo with psychometric information. Unpublished.

Survey Instruments

This survey instrument is not publicly available. Please contact John Shindler, Director of the Alliance for the Study of School Climate at jshindl@calstatela.edu for additional information on the SCAI.