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pdfNational Center for Education Statistics
School Climate Surveys
Pilot Test
Attachment 4
SCLS Platform Instructions and Guides
Instructions for Survey Respondents
SCLS Platform Instructions
English Instructions
Spanish Instructions - Student Version
Spanish Instructions - Parent Version
Mark One Response.
Selecciona solo uno.
Seleccione solo uno.
Please Check All that Apply.
Por favor marca todas las que aplican.
Por favor marque todas las que aplican.
How strongly do you agree or disagree with the following statements? Mark
One Response.
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases? Marca una respuesta.
¿Qué tan de acuerdo o en desacuerdo esta con las siguientes frases? Marque una respuesta.
How much of a problem are the following at this school? Mark One Response.
¿Qué tanto problema son los siguientes en esta escuela? Marca una respuesta
¿Qué tanto problema son los siguientes en esta escuela? Marque una respuesta
How often do the following occur? Mark One Response.
¿Con que frecuencia sucede lo siguiente? Marca una respuesta.
NA (Student version only)
You have opted out of the survey. This username is no longer valid.
Tú has elegido no participar en esta encuesta. Este nombre de usuario ya no es válido.
Usted ha elegido no participar en esta encuesta. Este nombre de usuario ya no es válido.
Please click the “Log Out” button to exit the survey.
Por favor has click en “cerrar sesión” para salir de la encuesta.
Por favor haga click en “cerrar sesión” para salir de la encuesta.
The survey has closed.
La encuesta se ha cerrado.
La encuesta se ha cerrado.
The survey has not started yet.
La encuesta no ha comenzado todavía.
La encuesta no ha comenzado todavía.
If you understand this information and are willing to take this survey, please
select “Yes, I am ready to begin.” If you are not willing to take the survey,
please select “No I do not want to participate.”
Si entiendes esta información y estás dispuesto a tomar esta encuesta, por favor selecciona "Sí, estoy listo
para comenzar." Si no estás dispuesto a participar en la encuesta, por favor selecciona "No, yo no quiero
participar."
Si usted entiende esta información y está dispuesto a tomar esta encuesta, por favor seleccione "Sí, estoy
listo para comenzar." Si usted no está dispuesto a participar en la encuesta, por favor seleccione "No, yo no
quiero participar."
Please make note of the PIN below. It will allow you to log back into the survey Por favor, toma nota del PIN a continuación. Esto permitirá que puedas volver a iniciar la sesión en la
if the session times out or you need to stop and come back later. The session
encuesta si la sesión se ha cerrado automáticamente o si necesitas parar y volver más tarde. La sesión se
will time out if left idle for more that xx minutes.
cerrara automáticamente si esta inactiva durante más de XX minutos.
Por favor, tome nota del PIN a continuación. Esto permitirá que pueda volver a iniciar la sesión en la
encuesta si la sesión se ha cerrado automáticamente o si necesita parar y volver más tarde. La sesión se
cerrara automáticamente si esta inactiva durante más de XX minutos.
PIN:XXXX
PIN: XXXX
PIN:XXXX
For your security, we will not be able to reset the PIN if lost or forgotten.
Por tu seguridad, no podemos restablecer tu PIN en caso de pérdida u olvido.
Por su seguridad, no podemos restablecer su PIN en caso de pérdida u olvido.
Thank you! You have successfully submitted your survey. If you wish, you
¡Gracias! Tu encuesta se ha enviado correctamente. Si deseas, puedes volver a revisar tus respuestas hasta
may go back to review your responses up to the last point you logged in. If you el último punto que iniciaste la sesión. Si no deseas revisar las respuestas, podrás cerrar la sesión de la
do not want to review your responses, you may log out the survey at this time. encuesta en este momento.
¡Gracias! Su encuesta se ha enviado correctamente. Si usted desea, puede volver a revisar sus respuestas
hasta el último punto que inicio la sesión. Si usted no desea revisar las respuestas, usted podrá cerrar la
sesión de la encuesta en este momento.
Thank you. You are logged out of the School Climate Survey. When you return
to the survey use the PIN you were given when you started the survey. When
you re-enter the survey, you will be taken to the point in the survey where you
logged off. To protect your confidentiality, you will be unable to go back to
previous questions to review your responses.
Gracias. Has cerrado la sesión de la Encuesta sobre el clima escolar. Cuando regreses a la encuesta usa el
PIN que se te proporciono al principio de la encuesta. Cuando entres de nuevo a la encuesta te llevara al
lugar donde saliste de la encuesta. Para proteger tu confidencialidad no podrás volver a preguntas
anteriores para revisar tus respuestas.
Gracias. Ha cerrado la sesión de la Encuesta sobre el clima escolar. Cuando regrese a la encuesta use el PIN
que se le proporciono al principio de la encuesta. Cuando entre de nuevo a la encuesta le llevara al lugar
donde salió de la encuesta. Para proteger su confidencialidad no podrá volver a preguntas anteriores para
revisar sus respuestas.
Which of the following grade groupings best describes the grade that you are
currently in?
1. 5th to 8th grade
2. 9th to 12th grade
¿Cuál de las siguientes agrupaciones de años describe mejor el grado que actualmente cursas?
1. 5o al 8o grado
2. 9o al 12o grado
N/A (Student version only)
Welcome back to the School Climate survey. Please enter your PIN below.
Bienvenido a la Encuesta sobre el clima escolar. Por favor ingresa tu PIN a continuación. Cuando entres de
When you re-enter the survey, you will be taken to the point in the survey
nuevo a la encuesta te llevara al lugar donde saliste de la encuesta. Para proteger tu confidencialidad no
where you logged off. To protect your confidentiality, you will be unable to go podrás volver a preguntas anteriores para revisar tus respuestas.
back to previous questions to review your responses.
Bienvenido a la Encuesta sobre el clima escolar. Por favor ingrese su PIN a continuación. Cuando entre de
nuevo a la encuesta le llevara al lugar donde salió de la encuesta. Para proteger su confidencialidad no podrá
volver a preguntas anteriores para revisar sus respuestas.
Ungraded (this term refers to a student not being in a traditional school grade)
sin grado escolar (este termino se refiere a un estudiante que no esta en un grado escolar tradicional)
N/A (Student version only)
Throughout the survey, "at this school" means activities happening in school
buildings, on school grounds, on school buses, and at places that hold schoolsponsored events or activities. Unless otherwise specified, this refers to normal
school hours or to times when school activities/events were in session.
N/A (Parent version only)
Durante la encuesta “en esta escuela” se refiera a actividades que pasan en los edificios de la escuela, en las
instalaciones de la escuela, en los buses de la escuela, y otros lugares en donde se dan actividades y eventos
patrocinados por la escuela. A menos que se especifique lo contrario, esto se refiere a las horas normales de
la escuela o para ocasiones en que las actividades de la escuela /eventos estén en sesión.
The School Climate Survey (SCLS) is being administered by [district or school
La Encuesta sobre el clima escolar (SCLS, por sus siglas en inglés) se está administrado por [district or school La Encuesta sobre el clima escolar (SCLS, por sus siglas en inglés) se está administrado por [district or school
name] . Your responses are important to help in understanding the environment name] . Sus respuestas son importantes para ayudar a entender el ambiente de esta escuela y las condiciones name] . Sus respuestas son importantes para ayudar a entender el ambiente de esta escuela y las condiciones
of this school and the conditions for teaching and learning.
de la enseñanza y el aprendizaje.
de la enseñanza y el aprendizaje.
To start the survey, please type in your username below.
Para empezar la encuesta, por favor ingresa tu nombre de usuario a continuación.
Para empezar la encuesta, por favor ingrese su nombre de usuario a continuación.
SCLS Platform Instructions
English Instructions
Spanish Instructions - Student Version
Spanish Instructions - Parent Version
Informed Consent
consentimento informado
consentimento informado
What is this survey about?
The School Climate Survey asks questions about how connected you are to
your school, about other students in your school, and about school staff. The
survey is also being given to other students like you. This is not a test. There are
no wrong answers. The survey should take about 60 minutes to complete.
¿De qué se trata esta encuesta?
La Encuesta sobre clima escolar hace preguntas sobre la conexión que tienes con tu escuela, sobre los
estudiantes que asisten a tu escuela, y sobre el personal de la escuela. La encuesta también se está dando a
otros estudiantes como tú. Esta no es una prueba. No existen respuestas incorrectas. Debería tomar
alrededor de 60 minutos completar la encuesta.
N/A (Student version only)
Do you have to take the survey?
This survey is voluntary. If you or your parents don't want you to take this
survey, you can let your school know and you don't have to take the survey.
You do not have to answer any questions you do not want to answer, and you
can stop taking the survey at any time. We hope you will do your best to
answer as many questions as you can. Please be honest when answering each
question.
¿Tienes que tomar la encuesta?
Llenarla encuesta es voluntario. Si tu o tus padres no quieren tomar esta encuesta, pueden informarle a la
escuela y no tienes que tomar la encuesta. No tienes que responder a cualquier pregunta que no quieras
responder, y puedes dejar de tomar la encuesta en cualquier momento. Esperamos que hagas tu mejor
esfuerzo por responder todas las preguntas que puedas. Por favor se sinceró al responder cada pregunta.
What if your parents don't want you to complete this survey?
If your parents don't want you to take this survey, they can let your school
know.
¿Qué sucede si tus padres no quieren que hagas esta encuesta?
Si tus padres no quieren que hagas en esta encuesta, ellos pueden informar a la escuela sobre su decisión.
¿Quién verá tus respuestas?
[Confidentiality language that is consistent with FERPA and state laws will be inserted by the district or school
Who will see your answers?
administrating the survey] .
[Confidentiality language that is consistent with FERPA and state laws will be inserted
Para analizar y refinar los cuestionarios el Centro Nacional para Estadísticas de la Educación (NCES por
sus siglas en Inglés) recibirá respuestas a nivel individual de las escuelas y los distritos participantes sin los
nombres u otros identificadores personales directos de los encuestados. Toda la información recibida por
NCES que se relaciona con o describe las características identificables de individuos está protegida de la
divulgación por la ley federal; esta información solo puede ser utilizada para propósitos estadísticos y no
puede ser divulgada o utilizada, en forma identificable para ningún otro propósito excepto si las leyes lo
requieren (20 U.S.C., §9573)
by the district or school administrating the survey] .
To analyze and refine the questionnaires, the National Center for Education
Statistics (NCES) will receive individual-level responses from participating
schools and districts without the names or other direct personal identifiers of
the respondents. All information received by NCES that relates to or describes
identifiable characteristics of individuals is protected from disclosure by federal
statute; it may be used only for statistical purposes and may not be disclosed,
¿A quién puedes hacerle preguntas?
or used, in identifiable form for any other purpose except as required law (20
Si tienes preguntas, puedes ir con tu maestro/a o a otros adultos en tu escuela.
U.S.C., §9573)
Who should you ask if you have any questions?
If you have questions you can ask your teacher or other adults at your school.
El American Institutes for Research está recopilando los datos de la prueba piloto para el Centro Nacional
para Estadísticas de la Educación (NCES por sus siglas en Inglés) del Departamento de Educación de los
Estados Unidos. Esta encuesta debe tomar un promedio de 60 minutos para completar, revisar y recopilar
esta información. De acuerdo ley de Simplificación de Trámites Administrativos de 1995, ninguna persona
tiene que responder a la recolección de información a menos que esta tenga un número valido de OMB. El
número de control de OMB para la recolección de información es 1850-0803 (expiración 09/30/2016)
American Institutes for Research (AIR) is collecting the pilot test data for the
National Center for Education Statistics (NCES) of U.S. Department of
Education. This survey is estimated to take an average of 60 minutes, including
time for reviewing instructions and completing and reviewing the collection of Si entiendes esta información y estás dispuesto a tomar esta encuesta, por favor seleccione "Sí, estoy listo
information. According to the Paperwork Reduction Act of 1995, no persons are para comenzar." Si no estás dispuesto a participar en la encuesta, por favor seleccione "No, yo no quiero
required to respond to a collection of information unless such collection
participar."
displays a valid OMB control number. The valid OMB control number for this
information collection is 1850-0803 (expires 09/30/2016).” .
If you understand this information and are willing to take this survey, please
select "Yes, I am ready to begin". If you are not willing to take the survey,
please select "No I do not want to participate."
SCLS Platform Instructions
English Instructions
What is this survey about?
The School Climate Survey asks parents about the environment of the schools
their children attend. We want to know your opinions about the climate,
including the safety, discipline, and environment for learning for your child's
school. The survey should take about 30 minutes to complete.
Do you have to take the survey?
This survey is voluntary. You do not have to answer any questions you do not
want to answer, and you can stop taking the survey at any time without
penalty.
Who will see your answers?
The results of this survey are confidential. No one at your child's school or
district will see your answers to individual questions. Your answers will be
combined with the answers of other parents and used to create reports about
the climate of your child's school. These reports won't identify any person or
their responses.
To analyze and refine the questionnaires, the National Center for Education
Statistics (NCES) will receive individual-level responses from participating
schools and districts without the names or other direct personal identifiers of
the respondents. All information received by NCES that relates to or describes
identifiable characteristics of individuals is protected from disclosure by federal
statute; it may be used only for statistical purposes and may not be disclosed,
or used, in identifiable form for any other purpose except as required law (20
U.S.C., §9573)
Are there risks or benefits associated with taking this survey?
There are no anticipated or known risks involved in participating in this
survey. The information that you provide will help inform our understanding
of conditions for working and learning in your child's school.
Who should you ask if you have any questions?
If you have questions you can speak with the school principal or survey
administrator at the contact information that accompanied your survey
invitation.
American Institutes for Research (AIR) is collecting the pilot test data for the
National Center for Education Statistics (NCES) of the U.S. Department of
Education. This survey is estimated to take an average of 30 minutes, including
time for reviewing instructions and completing and reviewing the collection of
information. According to the Paperwork Reduction Act of 1995, no persons are
required to respond to a collection of information unless such collection
displays a valid OMB control number. The valid OMB control number for this
information collection is 1850-0803 (expires 09/30/2016).” .
If you understand this information and are willing to take this survey, please
select "Yes, I am ready to begin". If you are not willing to take the survey,
please select "No I do not want to participate."
Spanish Instructions - Student Version
NA (Parent version only)
Spanish Instructions - Parent Version
¿De qué se trata esta encuesta?
La Encuesta sobre clima escolar pregunta a los padres de familia sobre las escuelas a las que asisten sus
hijos. Queremos conocer sus opiniones sobre el clima, incluso sobre la seguridad, disciplina y el ambiente de
aprendizaje de la escuela de su hijo/a. Debería de tomar alrededor de 30 minutos completar la encuesta.
¿Tiene que tomar la encuesta?
Tomar la encuesta es voluntario. No tiene que responder a ninguna pregunta a la que no desee responder y
puede dejar de tomar la encuesta en cualquier momento, sin penalización.
¿Quién verá sus respuestas?
Los resultados de esta encuesta son confidenciales. Nadie en la escuela o distrito de su hijo/a verá sus
respuestas a las preguntas individuales. Sus respuestas serán combinadas con las de otros padres de familia
y utilizadas para crear informes sobre el clima en la escuela de su hijo/a. Estos informes no identificarán a
ninguna persona ni sus respuestas.
Para analizar y refinar los cuestionarios el Centro Nacional para Estadísticas de la Educación (NCES por sus
siglas en Inglés) recibirá respuestas a nivel individual de las escuelas y los distritos participantes sin los
nombres u otros identificadores personales directos de los encuestados. Toda la información recibida por
NCES que se relaciona con o describe las características identificables de individuos está protegida de la
divulgación por la ley federal; esta información solo puede ser utilizada para propósitos estadísticos y no
puede ser divulgada o utilizada, en forma identificable para ningún otro propósito excepto si las leyes lo
requieren (20 U.S.C., §9573)
¿Existen riesgos o beneficios relacionados con tomar esta encuesta?
No existen riesgos previstos o conocidos relacionados con su participación en esta encuesta. La información
que usted proporcione ayudará a mejorar nuestro conocimiento sobre las condiciones de trabajo y de
aprendizaje en la escuela a la que asiste su hijo/a.
¿A quién debe preguntar si tiene alguna pregunta?
Si tiene preguntas, puede hablar con el director de la escuela o con el administrador de la encuesta
comunicándose con ellos mediante la información de contacto incluida en su invitación para participar en la
encuesta.
El American Institutes for Research está recopilando los datos de la prueba piloto para el Centro Nacional
para Estadísticas de la Educación (NCES por sus siglas en Inglés) del Departamento de Educación de los
Estados Unidos. Esta encuesta debe tomar un promedio de 30 minutos para completar, revisar y recopilar
esta información. De acuerdo ley de Simplificación de Trámites Administrativos de 1995, ninguna persona
tiene que responder a la recolección de información a menos que esta tenga un número valido de OMB. El
número de control de OMB para la recolección de información es 1850-0803 (expiración 09/30/2016).
Si usted entiende esta información y está dispuesto a tomar esta encuesta, por favor seleccione "Sí, estoy
listo para comenzar." Si usted no está dispuesto a participar en la encuesta, por favor seleccione "No, yo no
quiero participar."
SCLS Platform Instructions
English Instructions
What is this survey about?
The School Climate Survey asks instructional and non-instructional staff like
you about the environment of the schools where you work. We want to know
your opinions about the school climate, and the environment for teaching and
learning for staff and students in your school. The survey should take about 60
minutes to complete.
Do you have to take the survey?
This survey is voluntary. You do not have to answer any questions you do not
want to answer, and you can stop taking the survey at any time without
penalty.
Who will see your answers?
The results of this survey are confidential. No one at your school or district will
see your answers to individual questions. Your answers will be combined with
the answers of other staff at your school and district and used to create reports
about the climate of your school. These reports won't identify any person or
their responses.
To analyze and refine the questionnaires, the National Center for Education
Statistics (NCES) will receive individual-level responses from participating
schools and districts without the names or other direct personal identifiers of
the respondents. All information received by NCES that relates to or describes
identifiable characteristics of individuals is protected from disclosure by federal
statute; it may be used only for statistical purposes and may not be disclosed,
or used, in identifiable form for any other purpose except as required law (20
U.S.C., §9573)
Are there risks or benefits associated with taking this survey?
There are no anticipated or known risks involved in participating in this
survey. The information that you provide will help inform our understanding
of conditions for working and learning in your school.
Who should you ask if you have any questions?
If you have questions you can speak with your school survey administrator.
American Institutes for Research (AIR) is collecting the pilot test data for the
National Center for Education Statistics (NCES) of the U.S. Department of
Education. This survey is estimated to take an average of 60 minutes, including
time for reviewing instructions and completing and reviewing the collection of
information. According to the Paperwork Reduction Act of 1995, no persons are
required to respond to a collection of information unless such collection
displays a valid OMB control number. The valid OMB control number for this
information collection is 1850-0803 (expires 09/30/2016).”
If you understand this information and are willing to take this survey, please
select "Yes, I am ready to begin". If you are not willing to take the survey,
please select "No I do not want to participate."
Spanish Instructions - Student Version
N/A (Instructional and Noninstructional staff versions only)
Spanish Instructions - Parent Version
N/A (Instructional and Noninstructional staff versions only)
SCLS Platform Instructions
English Instructions
Spanish Instructions - Student Version
Spanish Instructions - Parent Version
YES, I AM READY TO BEGIN
Sí, estoy listo para comenzar
Sí, estoy listo para comenzar
NO, I DO NOT WANT TO PARTICIPATE
No, yo no quiero participar
No, yo no quiero participar
CONTINUE
CONTINUAR
CONTINUAR
CLEAR
BORRAR
BORRAR
NEXT
SIGUIENTE
SIGUIENTE
BACK
ATRÁS
ATRÁS
LOG IN
INICIAR SESIÓN
INICIAR SESIÓN
If you have any questions about the SCLS, please contact Test Admin at (555)
555-5555.
Si tienes alguna pregunta sobre la SCLS, comunícate con Test Admin a (555) 555-5555.
Si tiene alguna pregunta sobre la SCLS, comuníquese con Test Admin a (555) 555-5555.
Username
Nombre de usuario
Nombre de usuario
You have already completed the survey.
Encuesta completada
Encuesta completada
Logged out
SESIÓN CERRADA
SESIÓN CERRADA
You have chosen to not participate in the School Climate Survey.
Elegiste no participar en la Encuesta sobre el clima escolar.
Usted eligió no participar en la Encuesta sobre el clima escolar.
Your opinions are important to us. If you would like to participate in the SCLS, Tus opiniones son importantes para nosotros. Si te gustaría participar en la SCLS, por favor haz clic en el
please click the "BACK" button to return to your previous response. Otherwise, botón "ATRÁS" para regresar a tu respuesta anterior. De lo contario, haz clic en el botón "CERRAR LA
please click the "LOG OUT" button to exit the survey. Thank you for your time. SESIÓN" para salir de la encuesta. Gracias por tu tiempo.
Sus opiniones son importantes para nosotros. Si le gustaría participar en la SCLS, por favor haga clic en el
botón "ATRÁS" para regresar a su respuesta anterior. De lo contario, haga clic en el botón "CERRAR LA
SESIÓN" para salir de la encuesta. Gracias por su tiempo.
SURVEY COMPLETED
ENCUESTA COMPLETADA
ENCUESTA COMPLETADA
Invalid username or PIN.
Nombre de usuario o PIN no válido.
Nombre de usuario o PIN no válido.
Please fill out this field.
Por favor llena esta casilla
Por favor llene esta casilla
Administration Guide for Survey Administrators
SCLS Admin Guide
Table of Contents
1. Introduction ............................................................................................................................................... 4
2. What the School Climate Surveys (SCLS) Measure................................................................................. 5
Figure 1. SCLS Model of School Climate ....................................................................................... 6
2.1 Engagement ............................................................................................................................... 6
2.2. Safety ........................................................................................................................................ 7
2.3 Environment............................................................................................................................... 7
3. Goals of the SCLS Platform ..................................................................................................................... 8
4. Features of the SCLS Platform ................................................................................................................. 9
4.1 Availability of Survey Link and Automated Dissemination of Username Credentials ............. 9
4.2 Informed Consent....................................................................................................................... 9
4.3 Spanish/English Bilingual Feature ............................................................................................. 9
4.4 Survey Page Design ................................................................................................................. 10
4.5 Real-Time Submisstion Rates .................................................................................................. 10
4.6 Data Export .............................................................................................................................. 10
4.7 Platform Features Considered But NOT Included ................................................................... 10
4.7.1 Preloading of Respondent Data ............................................................................... 11
4.7.2 Reporting of Data by Detailed Respondent Subgroups ........................................... 11
4.7.3 Customization of Survey Content ............................................................................ 11
5. SCLS Recommended Practices ............................................................................................................... 12
5.1 Preparing for Administration ................................................................................................... 12
5.2 Setting Administration Window .............................................................................................. 15
5.3 Test Run Prior to Administration of Student Surveys ............................................................. 16
5.4During Administration .............................................................................................................. 17
5.5 After Administration ................................................................................................................ 18
6. Instructions for in-School Administration of the Student Survey ........................................................... 19
7. Frequently Asked Questions (FAQs) ...................................................................................................... 20
8. SCLS Reports – Understanding the SCLS scales ................................................................................... 22
Figure 2. SCLS scale report: Continuum display .......................................................................... 24
Figure 3. SCLS scale report: Bar display....................................................................................... 24
Figure 4. SCLS scale report: Bar display with national information, exact score ......................... 25
Appendix A ................................................................................................................................................. 26
Appendix B ................................................................................................................................................. 27
Appendix C ................................................................................................................................................. 29
Appendix D ................................................................................................................................................. 30
2
Draft: December 9, 2014
SCLS Admin Guide
Appendix E ................................................................................................................................................. 31
Appendix E.1 ................................................................................................................................. 32
Appendix E.2 ................................................................................................................................. 33
Appendix F.................................................................................................................................................. 34
Appendix F.1 ................................................................................................................................. 35
Appendix F.2 ................................................................................................................................. 60
Appendix F.3 ................................................................................................................................. 85
Appendix F.4 ................................................................................................................................. 96
Appendix F.5 ............................................................................................................................... 107
Appendix F.6 ............................................................................................................................... 128
Appendix G ............................................................................................................................................... 153
Appendix G.1 ............................................................................................................................... 154
Appendix G.2 ............................................................................................................................... 159
3
Draft: December 9, 2014
SCLS Admin Guide
1. Introduction
Welcome to the School Climate Surveys (SCLS)!
The SCLS are a suite of survey instruments being developed for schools, districts, and states by
the U.S. Department of Education’s National Center for Education Statistics (NCES). This
national effort extends current activities that measure school climate, including the state-level
efforts of the Safe and Supportive Schools (S3) grantees, which were awarded funds in 2010 by
the Department of Education’s Office of Safe and Healthy Students (OSHS) to improve school
climate. Through the SCLS, schools nationwide will have access to survey instruments and a
survey platform that will allow for the collection and reporting of school climate data across
stakeholders at the local level. The surveys can be used to produce school-, district-, and statelevel scores on various indicators of school climate from the perspectives of students,
instructional staff, noninstructional staff and principals, and parents and guardians. NCES will
also provide benchmark data, collected from a nationally representative sample of schools across
the United States, to facilitate comparisons of school climate scores at the local and national
levels.
Background and Key Respondents
Although work on the SCLS began in response to a 2013 White House initiative, formal research
on school climate, rooted in studies of organizational environments, can be traced back to the
1950s (Halpin and Croft 1962; Wilson 1959). The focus of the research expanded over the years
to include many different aspects of school climate, including the physical condition of schools,
a sense of community, and setting high expectations for academic achievement (Insel and Moos
1974; Rutter et al. 1979; Bandura 2001, 2007; Hoy, Hannum, and Tschannen-Moran 1998;
Evans 1997; Hoy and Sabo 1998; Newmann 1992; Stockard and Mayberry 1992). More recently,
the conceptualization of school climate has evolved to include the characteristics of school
administration, student participation, students’ social and emotional competencies, staff
cohesion, and staff relationships with other staff, students, and school leaders (McLoughlin,
Kubrick, and Lewis 2002; Wynn, Carboni, and Patall 2007; Harper 2010; Osher and Kendziora
2010).
School climate has been recognized as a potential lever in education policy since at least 1908,
described by Perry (1908) in his book The Management of a City School as the “esprit de corps.”
Positive school climates are conducive to learning, whereas negative school climates are a
barrier. A meta-analysis by Wang, Haertel, and Walberg (1997) that examined over 11,000
statistical findings to identify the most salient factors in student learning determined that “the
different kinds of instruction and climate had nearly as much impact on learning as the student
aptitude categories” (p. 205). Freiberg (1999) arrived at the conclusion that school climate is not
only measurable and material to school stakeholders, but also malleable. The purpose of the
SCLS is to provide school, district, and state leaders with reliable, actionable data that will afford
them the levers needed to foster positive school climates.
The SCLS platform allows education leaders to seek the viewpoints of multiple respondent
groups. A multi-perspective approach is important because each of the stakeholders experiences
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school climate differently. Students, as the focus of education, are the consumers. Teachers, as
the agents of instruction, are the producers. School administrators and other staff, as the
policymakers, are the leaders and implementers. Parents and guardians, as their children’s
supporters and advocates, are invested participants in fostering their children’s academic, social,
emotional, and physical development.
The SCLS includes four surveys, each measuring the perspective of a different group of
stakeholders. The first instrument, the “student survey,” is intended for middle and high school
students. The second, the “teacher and instructional staff survey,” seeks input from middle and
high school teachers and other instructional staff. The third, the “principal and noninstructional
staff survey,” was developed for middle and high school noninstructional staff (e.g.,
administrators, counselors, coaches, librarians); most of the questions in this survey are
presented to all noninstructional staff, but some are asked of principals only. The final
instrument, the “parent survey,” consults parents of middle and high school students.
2. What the School Climate Surveys (SCLS) Measure
Three domains – Engagement, Safety and Environment – and their associated topical areas form
the SCLS model of school climate (Figure 1). Each of these domains and topical areas are
measured in each of the four survey instruments. Some of these domains and topical areas are
closely related to one another and include similar concepts—SCLS takes a panoramic approach
in order to fully map the composition and influences of a school’s climate.
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Figure 1. SCLS Model of School Climate1
Domain:
Engagement
Domain:
Safety
Domain:
Environment
Topics:
Topics:
Topics:
Cultural and linguistic
competence
Emotional safety
Physical environment
Physical safety
Instructional
environment
Bullying/
cyberbullying
Physical health
Substance abuse
Mental health
Emergency readiness/
management
Discipline
Relationships
School participation
2.1 Engagement
Engagement includes several components of “school connectedness,” such as the amount of
effort students expend in the work of learning, their sense of belonging, and their emotional
involvement with the school. Cultural and linguistic competence, relationships, and school
participation formulate the bedrock measurements of Engagement in SCLS.
Cultural and Linguistic Competence
Cultural and linguistic competence involves the degree to which students and families from
diverse backgrounds feel welcome and connected to their school.
Relationships
Positive relationships between students, adults, and peers are characterized by affirmative social
interactions, leading to a nurturing environment of trust and support.
School Participation
Participation encompasses all of students’ efforts in the school context, ranging from class
participation to extracurricular activities. Parents and staff also participate in school in various
ways, such as through collective decision making and student instruction.
1
See Appendix G for the research base of the SCLS.
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2.2. Safety
Emotional and physical safety are fundamental characteristics of high-quality schools; in these
schools, students feel a sense of belonging and are free to focus on learning (Dwyer and Osher
2000). Conversely, unsafe schools are associated with student and teacher victimization,
increased truancy, lower levels of school attachment, decreased graduation rates, and increased
disciplinary problems. In the SCLS, the Safety domain is measured via five topics: emotional
safety, physical safety, bullying, substance abuse, and emergency readiness and management.
Emotional Safety
Emotional safety is the actual and perceived experience of feeling safe to express emotions and
the confidence to take appropriate academic risks.
Physical Safety
Physical safety is predicated on protecting students from being victims of or witnesses to
violence.
Bullying
Bullying constitutes unwanted and aggressive actions directed from one person to another; the
definition of bullying also involves a real or perceived power imbalance between the two parties,
with the actions being repeated or having the potential to be repeated.
Substance Abuse
Substance abuse is a harmful pattern of using substances such as alcohol, tobacco, illicit drugs,
or prescription drugs.
Emergency Readiness and Management
Emergency readiness entails a school’s preparedness to respond to a crisis or to an emergency
such as a natural disaster, a violent incident, or an act of terrorism.
2.3 Environment
Positive school environments are characterized by appropriate and well-maintained facilities;
well-managed classrooms with high levels of engagement, rigor, productivity, and inclusion; a
range of available school-based health supports; clear, fair disciplinary policies; and explicit
policies and procedures governing various school practices. In the SCLS, the Environment
domain consists of five topical areas: physical environment, instructional environment, physical
health, mental health, and discipline.
Physical Environment
A school’s physical environment encompasses the physical appearance and functioning of the
building, including lighting (artificial and natural), thermal comfort, air quality and ventilation,
acoustics and noise control, size and configuration of rooms, permanent versus portable rooms,
safety measures (cameras, signage, metal detectors, etc.), location, and the surrounding
neighborhood.
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Instructional Environment
The instructional environment refers to the interconnectedness of the academic, social, and
emotional aspects of learning as they relate to student, including such things as the quality of
instruction, the quality and availability of materials and resources, the level of expectations for
academic achievement, a shared sense of responsibility, student engagement and connection with
the curriculum, positive classroom management strategies, and a focus on building strong
teacher-student relationships.
Physical Health
In the SCLS, physical health refers to the physical well-being of a school community and its
members.
Mental Health
Mental health is more than just being psychologically well; it includes emotional and social wellbeing and is affected by many different factors.
Discipline
School discipline is defined as the rules and strategies applied in school to manage student
behavior and the practices used to encourage self-discipline.
3. Goals of the SCLS Platform
NCES’s primary goal in the development of the SCLS platform is to provide a no-cost, userfriendly, high-functioning platform that schools, school districts, and states throughout the
United States can use at their discretion to administer the suite of SCLS surveys. To achieve
these goals, SCLS platform affords the following features:
•
•
•
•
•
technology that does not require education agencies to incur licensing fees or other costs,
such as those incurred for cloud-based servers or required contractor support;
allows for the decentralized storage of data, accessible only to authorized users within the
education agency that is administering the data collection;
able to be installed and administered at all administering agencies with a “basic”
network infrastructure;
minimizes risks to data confidentiality, with procedures that preclude the collection of
direct respondent identifiers (such as names, or e-mail addresses) and questions that may
lead to indirect disclosure (such as detailed demographic information); and
processes data and provides reports of survey results to the education agency using it,
including scale scores.
These goals have implications for the design features that are present in many of the existing data
collection platforms currently in use in schools, districts, and states, including features such as
the ability to modify, delete, and add survey questions; the ability to create longitudinal data or
linkages to external data sources; and detailed subgroup reporting.
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4. Features of the SCLS Platform
Education agencies independently administer the SCLS surveys, which means that there is no
one organization (e.g., NCES) overseeing the data collection and ensuring that consistent
procedures are implemented across schools. This lack of centralized oversight has the potential
to threaten the validity of the results and comparability to national benchmarks. Therefore, the
SCLS platform has been be programmed with a focus on building in key features that should be
implemented in a uniform manner across all collections.
4.1 Availability of Survey Link and Automated Dissemination of Username Credentials
The platform allows respondents to access their survey through a URL that can be accessed from
any location with internet access and from all standard operating systems and browsers; the
student surveys are more likely to be administered at schools.
To allow potential respondents to follow a link to the survey platform, the platform offers
education agencies the option to disseminate log-in credentials by e-mail directly from the
platform. The e-mails can be generated and sent directly from the platform, containing log-in
information for each e-mail address and/or a link to the log-in page of the survey (the link will be
the same for every respondent). Although email addresses are matched with randomly generated
log-in credentials, these email addresses are deleted from the database after the data collections
are closed and, therefore, will not be linked to respondents within the platform to protect
respondent confidentiality.
4.2 Informed Consent
The SCLS is designed as a voluntary survey and incorporates informed consent/assent
procedures; therefore, the need to obtain consent was considered during the development of the
platform. For adult populations, obtaining consent is generally a straightforward process by
which respondents receive information regarding the survey (including the purpose of the study,
the extent to which confidentiality will be maintained, and other elements of informed consent)
and, upon indicating their agreement to participate, begin the survey. For student populations,
however, obtaining informed consent can require additional steps. Local education agencies
administrating the surveys should follow the appropriate procedures regarding parental consent
that are used for any kind of surveys or testing. In the survey platform, students are presented
with assent language that is appropriate for their age. This assent process is built into the
surveys; similar to the adult populations, students are provided with information about the data
collection and asked to participate. The default consent/assent language in the platform can be
modified by the local education agencies based on their situations or practices.
4.3 Spanish/English Bilingual Feature
The SCLS platform offers Spanish and English versions for the parent and student surveys. The
SCLS platform allows these respondents to toggle between English and Spanish versions of
questions at any point in the survey, giving them the option to answer different questions in
different languages. The instructional staff and principal/noninstructional staff surveys are
offered in English only.
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4.4 Survey Page Design
An important design issue of web-based surveys, with implications for question-level response
rates, is the number of questions displayed on each survey page. If too many questions are
included on each survey page or if the questions are poorly formatted to accommodate different
screen sizes and resolutions, it is more likely that a respondent will be required to scroll down or
across the page to view the question; this in turn can increase the likelihood that a respondent
will fail to answer these questions. The SCLS platform contains only one question per page to
allow for responding to surveys on mobile devices such as smart phones or tablets.
4.5 Real-Time Submisstion Rates
The SCLS platform provides access to real-time submission rates at the school level. These
submission rates are determined based on the number of respondents in each population who
have logged into the survey and the education agencies’ reports of the number of expected
respondents in each population (i.e., the number of respondent usernames generated).
The need to maintain respondent confidentiality and data security means that the platform cannot
supply education agencies access to information about which respondents have completed the
survey directly from the platform. The platform does, however, allow authorized users to export
a list of usernames by completion status (e.g., a list of usernames not used). This information can
be used by education agencies that have linked SCLS usernames to respondents in order to
determine completion status at the respondent level and target non-response follow up as needed.
4.6 Data Export
To maximize the utility of the SCLS data, the platform allows authorized users to download
respondent-level data for all questions and scales. The initial log-in credentials are only included
on student data. Those education agencies that have created a crosswalk between log-in
credential and student identifiers can link individual-level student data to extant data (such as
student administrative records) for further analyses. The data download process requires that the
SCLS administrator read and acknowledge a statement that these data contain private,
identifiable information, and must be handled in accordance with applicable confidentiality and
privacy regulations. The data export functionality (and associated data import functionality) also
allow schools to send data to districts for the purposes of creating district-level reports, and allow
districts to send data to states for the same purpose.
4.7 Platform Features Considered But NOT Included
Based on key informant recommendations and requests and AIR staff experience in
administering school climate and other school-based surveys of students, parents, and staff,
several design features were considered for integration into the SCLS platform. These platform
features were considered advantageous but could not be implemented because they conflicted
with platform goals described above or were outside of the scope of SCLS objective. Below we
briefly describe these features, their potential advantages, and why they were not directly
integrated into the SCLS platform.
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4.7.1 Preloading of Respondent Data
Education agencies may desire a survey platform that allows respondent data to be
preloaded into the platform rather than requiring respondents to enter the information.
However, such a design feature could not be implemented for three reasons. First, it gives
the impression that the SCLS surveys and platform can be used to create a federal
database of identifiable student information, which if implemented, would violate federal
regulations. Second, accommodating preloaded data to be used during survey
administration would require significant custom programming—e.g., not all schools use
the same staff role titles, so it would be difficult to ensure that all preloaded data would
route staff to the appropriate role-based survey questions—that is outside of the scope of
the SCLS objective. Third, risk to the confidentiality of responses would increase if
SCLS responses were linked to identifiable records within the platform.
4.7.2 Reporting of Data by Detailed Respondent Subgroups
Enabling education agencies to break down the survey results by detailed respondent
characteristics (such as gender, grade, race/ethnicity, gifted and talented status, special
education status, and English language learner status) would allow agencies to assess
perceptions of school climate in more detail and potentially create more targeted
programs and policies to improve school climate. However, the potential for a breach in
respondent confidentiality and data security outweighs the potential benefit. Additionally,
statuses such as gifted and talented, special education, and English language learner may
not be reliably reported by respondents. As such, the platform is not designed to allow
agencies to view survey results by limited demographic characteristics, such as grade,
gender, and race/ethnicity for student surveys. In order to maintain respondent
confidentiality and data security, only a limited breakdown of results by respondent
characteristics are allowed, and appropriate NCES Data Review Board (DRB) standards
have been applied to resultant reports generated from the SCLS platform. If education
agencies wish to perform more detailed subgroup student reporting, respondent-level data
can be exported from the platform for this purpose, leaving the education agency
responsible for ensuring proper protections.
4.7.3 Customization of Survey Content
Allowing end users to customize their survey administrations by adding, modifying, or
deleting questions may be an attractive option to obtain maximum utility from the SCLS
platform and surveys. However, modifying or deleting of survey content could
potentially affect the psychometric properties of the SCLS scales, thereby posing
significant risks to the comparability of results across education agencies and to national
benchmarks. Specifically, the questions to be offered in the SCLS are intended to
produce psychometrically validated scales, and it is crucial for the statistical validity of
those scales that all questions remain in the survey. In the final version of the released
platform after the benchmark study, the platform will allow education agencies to add
questions, in the same multiple choice form, to the end of the surveys. The platform will
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not provide any reporting on these additional questions. However, education agencies can
export the data files and perform additional analysis and reporting outside of the system.
5. SCLS Recommended Practices
The recommended practices for SCLS survey administration provide education agencies with an
overview of issues that they should be knowledgeable about prior to launching an SCLS
administration. This guide covers the topics below and focuses on the different survey
populations, as needed. The topics include:
5.1 Preparing for Administration
Determine location and/or methods for administrating student, instructional staff,
noninstructional staff, and parent surveys. Though paper versions of the questionnaires are
provided in Appendix F, SCLS are intended to be administrated and responded to online.
• Student
a. The school’s own technology capacity plays a large part in considering whether
computer lab, media centers, or classrooms (with laptops/tablets) are options for
the administration. If multiple options are available, consider which venue in your
school affords the most privacy to each student.
b. While acquiring parental consent is necessary, please use the standard practice of
the state/district/school to acquire parental consent for any surveys or testing. The
paper versions of the student questionnaires are available in both English and
Spanish for parents to review. It is recommended that the paper version be sent
along with start-of-school orientation documents, if possible. As references, two
sample parental consent forms are included in Appendix E.
o If your state law does NOT require parents to “opt in” for surveys of their
child, you can provide them the Parent Consent Form I found in Appendix
E.1.
o If your state law does require parents to “opt in” for surveys of their child,
you will need to provide them the Parent Consent Form II found in
Appendix E.2.
• Instructional and noninstructional staff
a. If your school does not provide instructional and noninstructional staff access to
computers in their classrooms or offices, consider creating a sign-up sheet for the
available computers for staff to rotate through.
b. The conclusions of staff meetings provide opportune venues to both pitch the
surveys to staff and to have them complete them. Consider setting aside time
and/or computers in a part of the meeting for staff to use.
• Parent
a. In-person pitches may be more effective at increasing parent response rates than
merely letters and emails. If a significant number of parents do not have email
addresses or computer access, then letters and in-person pitches become even
more important. In such an instance, consider making the SCLS a cornerstone of
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the orientation and parent-teacher conferences. Allocate more computers for
SCLS during these meetings as well and have plenty of print versions on hand for
those who request them.
o Orientation is ideal for pitching the surveys to parents.
o Parent-teacher conferences provide opportune venues to both pitch the
surveys to parents and to have them complete them. Consider setting aside
a room with computers for parents to use while waiting to start their
conference or when they are finished with their conference.
•
The importance of standardized procedures:
a. Whether your aim is to compare your school climate results to a nationally
representative cohort or to establish your own trend data, applying standardized
procedures is critical to producing reliable data. Accurate measurement of the
discrepancies between two cohorts, or the change over time in a single cohort, cannot
be achieved if the measurement itself is changed.
b. In the context of SCLS, this means maintaining uniform procedures for administering
the survey to students, including the selection of proctors, using the proctor scripts
(see Appendix D), and applying strict protocols to ensure privacy. Doing so requires a
little training to familiarize the administrators and proctors with the scripts,
procedures, and use of the FAQ guide to answer respondents’ questions. It also means
conducting your survey during the same cyclical window as the national benchmark
(if you want the most reliable comparisons to the national cohort) and conducting the
survey during the same cyclical time frame annually or biannually (if you want the
most reliable trend data).
•
The logistics of administering SCLS:
a. The SCLS platform has been developed to be usable at varying levels, from entire
states to individual schools. Depending on the size and complexity of the population
and the education institutions, the logistics of the administration may require different
divisions of labor.
b. For state level administrations, consider the following configuration:
o “State Survey Administrator”: The person leading the SCLS administration at
the state level. This person controls the generation and dissemination of
username credentials for all respondents, monitors the live response rates of
each respondent group, and orchestrates the activities of the District and
School Survey Coordinators.
o “District Survey Coordinator”: The people managing the SCLS administration
at the district level. These people act as liaisons between the State Survey
Administrator and the School Survey Coordinators.
o “School Survey Coordinator”: The people managing the SCLS administration
at the school level. These people answer respondents’ questions about SCLS,
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remind all respondents to answer their surveys, reserve space for students to
take surveys, etc.
o “Proctors”: The people administering the in-school student surveys. These
people prepare the rooms for the students, read the Proctor Scripts to the
students, take note of absentees, and provide support to students having
trouble with the survey.
o Depending on the size and complexity of the district, either the District
Survey Coordinators or the School Survey Coordinators are tasked with
recruiting Proctors, and organizing and conducting the Proctor Training.
c. For district level administrations, consider the following configuration:
o “District Survey Administrator”: The person leading the SCLS administration
at the district level. This person controls the generation and dissemination of
username credentials for all respondents, monitors the live response rates of
each respondent group, and orchestrates the activities of the District and
School Survey Coordinators.
o “School Survey Coordinator”: The people managing the SCLS administration
at the school level. These people answer respondents’ questions about SCLS,
remind all respondents to answer their surveys, reserve space for students to
take surveys, etc.
o “Proctors”: The people administering the in-school student surveys. These
people prepare the rooms for the students, read the Proctor Scripts to the
students, take note of absentees, and provide support to students having
trouble with the survey.
d. For school level administrations, consider the following configuration:
o “School Survey Administrator”: The person leading the SCLS administration
at the school. This person controls the generation and dissemination of
username credentials for all respondents, and monitors the live response rates
of each respondent group. The person also answers respondents’ questions
about SCLS, reminds all respondents to answer their surveys, reserves space
for students to take surveys, etc. This person also recruits Proctors, and
organizes and conducts the Proctor Training.
o “Proctors”: The people administering the in-school student surveys. These
people prepare the rooms for the students, read the Proctor Scripts to the
students, take note of absentees, and provide support to students having
trouble with the survey.
•
Selecting proctors for the student survey:
a. The student surveys need classroom proctors, and therefore require an administrator or
coordinator to select the proctors and furnish them with the usernames and scripts.
Depending on the size and complexity of your administration, this task can either be
accomplished by a district-level coordinator or it may need to be devolved to schoollevel coordinators.
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b. Eligible proctors may include teachers, student-teachers, noninstructional staff, school
counselors, school nurses, or outside consultants. If teachers or student-teachers are
used, please consider having them proctor for classes of students that they do not
teach. Despite overt privacy procedures, students may not be as open to providing
honest responses in the vicinity of their regular class teacher.
•
Training Proctors:
a. Training the proctors is critical to ensuring that the students finish the survey within a
single class period. Provide the proctors with the Proctor Introductory Script (see
Appendix D) and the. Hold an in-person or virtual meeting to review the materials and
field any questions the proctors may have.
b. All individuals involved in administering SCLS, including the survey proctors, should
sign the Confidentiality Pledge (see Appendix C). This reinforces the commitment to
confidentiality and the signed form can be shown to parents to assuage privacy
concerns.
•
Information on collecting data from a universe of respondents:
a. It is recommended that data be collected from all eligible respondents at a school to
obtain a full picture of the school climate.
b. Response rate: Achieving high response rates are very important for obtaining valid
and unbiased data. Education agencies should make a decision regarding the minimal
response rates of a school for it to be included in reporting.
•
Overcoming the challenges around communicating with parents:
a. Parents’ opinions about a school’s climate are very important. However, obtaining
interest and support from parents can be challenging. Parents may not have the
technology to access the survey or have enough technical skills to answer the online
survey. Parents may also be too busy to respond to the survey. Given these
challenges, we recommend reaching out to parents early, informing them about the
goal of the survey and providing opportunities to ask questions. Schools may need to
get creative in getting parents interested in the survey. It is important to note that the
parent survey is short and it can be answered on any mobile device such as tablets or
smart phones.
5.2 Setting Administration Window
Setting the dates of the administration involves early planning. The dates of the data collection
window can affect participation rates, the perceptions of certain school climate factors, and
future administrations. Consider the following guidelines:
• Validity
a. The national benchmark survey will be conducted between February and the end of
April, 2016. If you are principally interested in comparing your survey results to
those of the nation, you should set your data collection window to the same time
frame.
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b. If you intend to use SCLS to establish trend data, repeated administrations should be
conducted cyclically, during the same 2-week to 1-month window, annually or
biannually. This prevents conflation of cyclical factors with structural factors.
c. School Year Schedule
o The SCLS should be administered no later than April, if possible. Later
administrations face the challenge of competing for time with standardized
tests, increasingly busy school schedules, and higher absentee rates (an
especially acute problem when surveying 12th grade students).
d. Other Considerations
o Holidays. It is best to avoid conducting SCLS after long school breaks,
especially after the winter holiday and spring break. In general, surveys
should not be conducted on the day immediately before or after a holiday
because absentee rates may spike.
o Days of the Week. If possible, avoid administering the SCLS on Mondays and
Fridays as they often have unusually low attendance rates. This is particularly
prevalent on Fridays before a Monday holiday.
o Adjusting the Dates of the Data Collection Window. If the submission rates2
are low, the SCLS platform allows the survey administrator to extend the data
collection window period. This is a particularly attractive feature when
encountering high numbers of respondents whose status is “logged-in, not
submitted.” This group of people has shown interest by logging in, and may
be convinced to finish the survey if reminded and given a little more time.
5.3 Test Run Prior to Administration of Student Surveys
It is useful to do a test-run of the platform and logistics chain to make sure that the platform has
been installed properly and the system works. It is also useful for familiarizing yourself and the
administrators with the process. For efficiency, consider folding this test-run into the training of
district- and/or school-level administrators.
• Set the Data Collection date.
• Generate one username for each respondent group.
• Use the usernames to login and answer the first few questions.
• Check the “Monitor Status” tool to make sure it is showing your username as “Loggedin, Not Yet Submitted.”
• Complete the rest of the survey.
• Check the “Monitor Status” tool to make sure it is showing your username as
“Submitted.”
• Check the final report to make sure it reflects question-level data.
Two or three days before the survey, the administrator should distribute the following materials
to each proctor:
• Classroom number(s) and period(s) of their administrations
• Class roster (to keep track of absentees)
2
The number of cases submitted over the number of usernames generated.
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•
•
•
Student usernames
Proctor Instructions
Introductory Script (see Appendix D)
5.4 During Administration
Guidelines to continued communication during administration:
• The SCLS platform does not allow the survey coordinator to see which individuals have
completed the survey. However, it does tell the user how many of the usernames
generated for each survey have been logged in and how many of those have completed
the survey (see Section X.X of the Technical Guide). The survey administrator can then
use the submission rates to motivate non-respondents to participate. For example, the
submission rates can be included in the reminders sent to participants. We recommend
displaying the numbers in visual formats (e.g., pie graphs) for added effect. If you are
conducting the survey in multiple schools, you can imbue a competition aspect by
publicizing the completion rates of each school. The same concept can be applied to
whole district or state, depending on the size of your administration.
Monitoring submission rates:
• Achieving a high response rate is important to avoid non-response bias. Non-response
bias occurs when the views expressed by those who respond do not reflect the views of
non-respondents. For example, a possible SCLS manifestation of non-response bias could
involve the most dedicated staff members eschewing the survey to cater to students’
immediate needs. Such staff members are likely to have very strong staff-student
relationships, but if they do not complete the survey, the overall results may be skewed
towards weaker relationships.
• Please note that since SCLS does not allow pre-loading of respondent data, the survey
administrators can generated usernames of any number3 and later assign them to eligible
respondents within or outside of the system. Given this feature, the SCLS system will
display submission rates. These rates will be the same as the response rates if the number
of usernames generated is the same as the number of eligible respondents. In cases where
extra usernames are generated, submission rates can only be used as an approximation of
response rates.
Non-response intervention options:
• Reminder emails and/or letters that can be sent to respondent groups to increase
participation.
• Who sends the reminders to which respondent groups is best determined by relationship
immediacy. As such, teachers are the best contact points for reaching out to parents,
principals are best suited to influencing instructional and noninstructional staff to
respond, and district leaders are best suited to achieving full participation from principals.
3
Extra usernames will be generated if an administrator sets the number of usernames in the system higher than
the actual number of eligible respondents.
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Lackluster response rates are most acute in parent surveys of school climate. Employ the
following strategies to optimize parents’ response rates:
• Emphasize the value/actionability of the data gathered and ensure confidentiality. The
usernames are not connected to any particular individual. The parents’ input is valuable
because they are the only adult stakeholders in the school system who are not directly
part of that school system.
• Teacher-parent conferences provide an opportune venue for parents to complete the
survey. The teachers give feedback on the child’s progress to the parents, and the parents
can then provide feedback to the school about its climate. We recommend designating a
room with computers for parents to fill out the survey while they are waiting for their turn
with the teacher or when they are finished with their conference.
a. Be careful about soliciting parent input during school-sponsored events, like PTA
meetings. Such programs draw a narrower band of parents who are likely to be far
more involved in their child’s school than the average parent, leading to an overrepresentation of a subset of the population.
Providing support to parent, instructional staff, and noninstructional staff:
• The SCLS package sent to all non-student respondents should include the FAQs provided
in Section 7.
• If the FAQs do not provide the answer, respondents’ queries should be routed to survey
administrators or appropriate personnel:
a. Questions and/or comments about Survey Questions
o Contact [NCES, affiliation, email, telephone]
b. Questions about logging-in (username not working, resetting usernames, using
PIN, etc…)
o Contact [Survey Administrator, affiliation, email, telephone]
c. Questions about Survey functionality and user-interface (navigation, time-outs,
Spanish/English toggle feature, etc…)
o Contact [AIR, affiliation, email, telephone]
d. Questions about Survey technological requirements (hardware and software
required updates, access via Mac/Windows/Linux, access via different browsers,
etc…)
o Contact [AIR, affiliation, email, telephone]
5.5 After Administration
Results
The SCLS platform automatically produces a report upon completion of each survey.4 However,
if you wish to apply further analysis of the data, you may export the data into an excel file and
then manipulate it as needed.
4
During the pilot study, only the survey submission reports and item frequency reports are available in the system.
Scale scores will be provided to participating schools/districts only after the pilot data have been analyzed.
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Storage of the Data
The education agency that conducts SCLS is responsible for storing the data in a secure manner.
Any materials that directly or indirectly identify respondents should be kept in a locked
compartment in a locked room when not in use. For the pilot, AIR will receive data from local
educational agencies after direct identifiers are removed from the data. The data will be
password protected and kept on a secure server.
Deletion of the Data
The SCLS platform can be used for multiple cycles without deleting prior data collections. The
platform’s tools have been streamlined to allow sorting according to each administration.
Keeping the data makes multi-administration comparison easier by establishing trend lines.
However, the data are ultimately the responsibility of the education agency that collected them,
and deleting or preserving them is the discretion of that agency.
6. Instructions for in-School Administration of the Student Survey
The instructions for in-school administration of the student survey cover the following topics:
• Scheduling resources (e.g., time in computer labs)
a. The student survey portion of SCLS has been designed to be completed in a
single, 50-60 minute class period. This includes the proctor reading the script to
students, the students logging in, and the student completing the survey. Thus, the
school survey administrator should be able to follow the standard computer
lab/media center reservation procedures at his/her respective school.
• Accommodations for students (e.g., magnifying devices, bilingual dictionary, extended
time, small group administration)
a. The SCLS surveys are 508 compliant5 and are provided in both English and
Spanish for students. For any additional accommodations, schools can choose to
provide them as they usually do for student testing.
• Absent students (i.e., preparing for make-up administration time)
a. For student surveys it is important to fold make-up dates into the data collection
window, especially for large school-, district-, and state-level administrations.
Absentees are inevitable, and a large enough number of them could introduce a
non-response bias. Have at least one make-up day set aside for school-level
surveys, and consider setting aside multiple dates for larger administrations.
• Setting the ground rules of the administration
a. Students should be instructed to take a seat at a computer terminal of their choice
that has a voluntary assent form and a username card to use to log-into the survey.
They should be reminded to stay quiet throughout the survey to avoid distracting
fellow classmates. If they have a problem logging into the survey, they should
raise their hands. If they have a question about the meaning of language used in
5
Section 508 of the Rehabilitation Act of 1973, as amended in 1998, requires that all Federal information that is
accessible electronically must be accessible for those with disabilities.
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•
•
•
•
the survey, they should do their best to figure out the intent—in order to ensure
privacy, the proctor cannot answer such questions.
b. When the above has been stated, the proctor should begin reading the Proctor
Script (see Appendix D).
Assigning log-in credentials and ensuring all students can log in to the survey platform
a. It should be evident to the students that the proctor cannot connect a username to
a student. As such, we recommend placing a username at each computer before
the students arrive, and then allowing them to choose where they sit. If you prefer
assigned seating, we recommend having students pick-up a username from a stack
as they walk into the room. Use the standard administration procedures and
conduct the surveys in settings that ensure students’ privacy.
b. The proctor should be free to move around the room until every student has
successfully logged in and reached the welcome page. If a student has trouble, ask
him/her to try the username again, paying careful attention to special characters
and capitalization. If the problem persists, provide the student with a new
username, make note of the problematic username and pass it on to the survey
administrator. Once a student logs in, the system will generate a PIN for re-entry
to their survey. The PIN cannot be recovered by the survey administrators. Please
instruct students to write down their PINs in case they need to re-enter the survey.
Accessing the survey in Spanish
a. The SCLS platform has a bilingual toggle feature (see Section # of Technical
Guide).
Answering students’ questions
a. The proctor should help students log-in. Once students are logged in, the proctor
should not try to come up with answers to any questions about wording of any
items in the survey in order to maintain privacy and standardized protocols. In
case of questions, please tell students to try their best to respond based on their
best guess. Also note the items and the questions students have and pass the
information to NCES through the survey administrators.
Closing out when the survey period ends
a. It is best not to allow students to leave the class or surf the web upon finishing the
survey as this may incentivize them to rush through it too quickly. Either ask
them to sit quietly or give them an activity that will not disturb others (e.g., a
reading assignment).
7. Frequently Asked Questions (FAQs)
The FAQs provides both education agency staff and technical assistance staff with a list of
potential questions and answers for general questions about the SCLS, as well as technical issues
and survey administration issues6.
Q: How long will the surveys take?
6
The list of FAQs is initially developed based on the experience of the SCLS team in administering school-based
surveys via an online platform, and will be updated after the pilot study and the national benchmarking study.
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A: The surveys range in time. The student, instructional, and noninstructional staff surveys take
about 30 minutes to complete and the parent survey takes about 15 minutes.7
Q: Can I modify/remove questions I don’t want?
A: Modifying or removing survey questions will potentially affect the psychometric properties
of the SCLS scales, thereby posing significant risks to the comparability of results across
education agencies and to national benchmarks. Specifically, the questions to be offered in
the SCLS are intended to produce psychometrically validated scales, and it is crucial for the
statistical validity of those scales that all questions remain in the survey. As a result, schools
and districts will not be able to alter the questions that are currently part of SCLS.
Q: Can I add additional questions?
A: In the final version of the released platform, after the benchmark study, the platform will
allow education agencies to add questions in the same multiple choice format to the end of
the surveys. The platform will not provide any reporting on these additional questions.
However, education agencies can export the data files and perform additional analysis and
reporting outside of the system.
Q: If there is a problem setting up the survey platform in the pilot study, who can I contact?
A: There is an SCLS Help Desk that will be available should you have any problems setting up
the survey platform. You may contact the SCLS Help Desk at 1-844-849-5252, or send an
email to schoolclimate@air.org.
Q: Who will be responsible for the data collected? Where are the data stored?
A: Depending on the level of the survey administration, either your individual school, local
school district, or state will be responsible for the data collected, and these data will be stored
on the respective school, district, or state servers.
Q: Do we need to obtain any additional approval for administrating the survey?
A: It is the responsibility of the education agency who conducts the SCLS to check if additional
approval is required by the state or locality.
Q: What questions do the surveys ask?
A: The surveys cover a wide range of topics related to school climate, including questions
concerning school engagement, school safety, and school environment. The survey does not
ask about the personal experiences of individuals, but rather, asks about the perceptions of
levels of safety, engagement, and environment at the school.
Q: Are the paper versions of the questionnaires available?
7
The pilot study versions of the questionnaires are longer. Items that do not perform well in the pilot study will be
removed from the released SCLS platform. In the pliot study, It will take around one hour to administer and
complete the student, instructional staff and noninstrutional staff surveys. The parent takes around half an hour to
complete.
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A: Print versions of the questionnaires are available for review, but SCLS are designed to be
responded to online.
Q: Who should respond to the surveys?
A: The surveys were designed with all relevant stakeholders in mind. As a result, all school
staff, along with all students and parents/guardians of students enrolled at the school should
respond to the surveys.
Q: When is the best time to administrate the surveys?
A: While local needs and context may vary, it is recommended that the surveys be administered
sometime during the spring.
Q: How frequently can the surveys be administrated?
A: There is no limitation to the frequency of survey administration in a given school year.
However, to ensure consistency of data, the surveys should be administered during the same
cyclical time frame each year.
Q: Can we administrate just one or some of the four surveys?
A: You can. However, SCLS is designed to be a suite of surveys to establish a baseline of
school climate across all relevant stakeholders. We recommend the administration of the
surveys to all respondent groups in order to obtain the most comprehensive picture of the
school’s climate.
Q: What kind of reporting does the survey platform provide?
A: The SCLS platform will provide access to real-time response rates at the school level. These
response rates will be determined based on the number of respondents in each population
who have logged into the survey and the education agencies’ reports of the number of
expected respondents in each population (i.e., the number of respondent access codes
generated).
Q: What is the accommodation for students with disability or ELL?
A: The SCLS platform is 508 compliant and has been programmed so that the survey can be
completed in either English or Spanish. However, it is beyond the scope of this project to
directly accommodate additional student needs, such as translation into languages other than
English and Spanish.
8. SCLS Reports – Understanding the SCLS scales
This section provides education agencies with information on how to interpret the SCLS scales.
SCLS measure three domains -Engagement, Safety and Environment - and 13 topical areas. For
the student, instructional staff, and noninstructional staff surveys, the aim is to measure most of
the topical areas with scales; these topical area scale scores may be consolidated into the domain
scores (Engagement, Environment, and Safety). For each of the topical areas that will be
measured with a scale, we include 7-10 items for the student, instructional staff, and
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noninstructional staff surveys, with the aim of ending up with 5-6 items per topical area in the
final SCLS instruments. Due to the small number of items included in the emergency readiness
and management topical area, we will omit this topical area as a scale score.
For each construct in the SCLS surveys, scale score reports in the released SCLS system after the
pilot study will be available for each respondent group immediately after the close of data
collection. For each survey, individual subdomain scores of all completed surveys will be
aggregated at the education agency level and graphically presented. Results will be reported for
all completed surveys when there are at least three completed surveys in the subgroup.
Similar to the item-level frequency distributions, scale scores for each subdomain (and domain,
where appropriate) will be presented using simple graphical displays. The use of theta scores to
represent construct measurements can be thought of as similar to SAT scores, where the raw
value is meaningful in its relation to a comparison point. The graphical presentation of these
theta scores can show the average theta score and the comparison point (the national average
from the benchmarking study) for a respondent group, as shown in the example in Figure 2.
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Figure 2. SCLS scale report: Continuum display
SCLS Scale Results Report
Data Collection: 03/30/16-05/25/16: Students
SCLS Scale Score: Emotional Safety
Report Date: May 22, 2016
Emotional Safety Score: 412
Your school (412) National Average (497)
O
O
150
250
350
450
550
650
750
Simple bar graphs can also be used to show this information, as displayed in Figure 3.
Figure 3. SCLS scale report: Bar display
SCLS Scale Results Report
Data Collection: 03/30/16-05/25/16: Students
SCLS Scale Score: Emotional Safety
Report Date: May 22, 2016 18:06:41
750
650
550
450
497
412
350
250
150
Your School
National Average
While the bar graph presented in Figure 3 provides a simple display of the scores, it is necessary
to include additional context, such as range and/or variability information that will help the user
understand scores for a specific school in relation to the national average and distribution of
scores. Cut points will not be calculated for the SCLS through psychometric analysis; however,
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by displaying tertile information from the national distribution, users will be able to determine
how their score compares to the national distribution, as shown in Figure 4.
Figure 4. SCLS scale report: Bar display with national information, exact score
SCLS Scale Results Report
Data Collection: 03/30/16-05/25/16: Students
SCLS Scale Score: Emotional Safety
Report Date: May 22, 2016 18:06:41
Note: Thirds are displayed to provide context for the distribution. The line shows the
exact score of a school.
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Appendix A
General Communication Language (e.g., District communication about Pilot SCLS
to schools)
Dear
has endevoured to help pilot test the School Climate Surveys (SCLS) platform, a
suite of four surveys (one each for parents, students, instructional staff, and noninstruction staff) that
can be administered to an individual school, a district, or an entire state. The SCLS platform, developed
by National Center for Education Statistics (NCES), will be freely available to education agencies, with no
licensing or other required costs associated with acquiring, installing, configuring, or administering the
survey on existing network systems. Following the pilot test, NCES also plans to conduct a national
benchmark study to provide data for comparisons between school climate scores at the local and
national levels.
School climate has been recognized as a potential lever in education policy since at least 1908, described
by Perry (1908) in his book The Management of a City School as the “esprit de corps.” School climate
encompasses health and safety, interpersonal relationships, instructional resources, and facilities.
Positive school climates are conducive to learning, whereas negative school climates are a barrier. Our
purpose in administering the SCLS is to provide with reliable, actionable data that
will afford us the levers needed to foster positive school climate(s).
Participation in this study is voluntary; however, we encourage your participation
in this phase of SCLS. The participation of your in this data collection is crucial for
the development of valid survey question that will accurately measure school climate and to develop a
no-cost, user-friendly, high-functioning tool that schools, school districts, and states throughout the
United States can use at their discretion to administer the suite of SCLS surveys.
If you have questions about the SCLS or your participation in this pilot test, please
feel free to call me at or send an email to .
Thank you for your support of this initiative.
Sincerely,
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Appendix B
One-Page Flyer
The one-page SCLS flyer is ideal for recruiting respondents and answering inquiries about SCLS from
interested parties.
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Appendix C
Confidentiality Pledge (sample form)
I hereby certify that I have carefully read and will cooperate fully with the SCLS procedures on
confidentiality. I will keep completely confidential all information arising from surveys concerning
individual respondents to which I may gain access. I will not discuss, disclose, disseminate, or provide
access to survey data and identifiers. I will devote my best efforts to ensure that there is compliance
with the required procedures by personnel whom I supervise. I give my personal pledge that I shall
abide by this assurance of confidentiality.
My signature below indicates I have read and agree to the Pledge of Confidentiality.
Signature:
Date:
___________________
Printed Name:
Date of birth: ___________________
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Appendix D
Proctor Script for in-School Student Survey (Sample language)
Good morning/afternoon.
You’re here because the [school/district/state] wants to conduct a survey to hear your opinions about
your school. The survey will ask your opinion on questions ranging from student engagement, to
bullying, to the conditions of the school building itself. Your answers will be used to improve the school
experience for you, your fellow students, and your teachers. Your teachers, and in fact all the staff in
your school, will also have the chance to voice their opinions on similar surveys. Even your parents will
receive a survey and the chance to have their say.
Your [school/district/state] wants to hear from everyone, so your participation is very important. But it’s
also voluntary. You do not have to take the survey and you can skip any question you don’t want to
answer.
Please answer the questions as best you can. If you are unsure about the meaning of a survey question,
do your best to answer it on your own. In order to maintain privacy, I will not be allowed to help you.
Similarly, you should not ask other students or look at their responses.
When you have finished the survey, sit quietly and do not disturb your fellow students.
Now, take the username in front of you, use it to log into the survey, but do not begin the survey until
instructed. Once I have made sure everyone has successfully logged in and wrote down the PIN
displayed on the page, I will move to a part of the room where I cannot see anyone’s answers, and at
that time I will instruct you to begin.
…
Now that everyone has reached the PIN page, please begin.
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Appendix E
Consent Forms (Sample)
Please refer to your state and localitie’s informed consent laws in deciding which consent form
to use.
Appendix E.1 – Parent Consent Form I (Opt in NOT Required)
Appendix E.2 – Parent Consent Form II (Opt in Required)
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Appendix E.1
Parent Consent Form I (Opt in NOT Required)
[NOTE: While the italicized text may be modified to suit the needs of each school or district, the nonitalicized text should be kept consistent across all pilot study sites.]
SAMPLE OPT-OUT PARENTAL CONSENT FORM
Dear parent/guardian:
is participating in a pilot test of a voluntary survey about school climate. The survey
will be administered to students during regular school hours during the week of . It will ask students about their perceptions surrounding topics such as student
engagement, school environment, and school safety.
To analyze and refine the questionnaires, the National Center for Education Statistics (NCES) will receive
individual-level responses from participating schools and districts but without the names or other direct
personal identifiers of the respondents. All information received by NCES that in any way relates to or
describes identifiable characteristics of individuals is protected from disclosure by federal statute; it may
be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any other
purpose except as required law (20 U.S.C., §9573).
If you do not want your child to participate in this survey, please complete, sign, and postmark this letter
using the enclosed postage paid envelope by . If you sign and postmark this letter by
, this means your child will not participate in the survey and will be asked to report to
a designated place in the school (for example, the library) while the survey is administered.
If you have any questions about this study or about your child’s participation or would like to see a copy
of the student survey, please contact at . If you
have any questions about your child’s rights as a participant in this study, please contact .
I understand that completing and signing the form below and returning this letter, my child will not be
allowed to take the School Climate Survey.
Parent/Guardian Signature:
Student Signature:
Student Printed Name:
Date:
Date:
Date of birth:
If you do want to allow your child to take the survey, you do not have to sign or send back anything.
Sincerely,
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Appendix E.2
Parent Consent Form II (Opt in Required)
[NOTE: While the italicized text may be modified to suit the needs of each school or district, the nonitalicized text should be kept consistent across all pilot study sites.]
SAMPLE OPT-IN PARENTAL CONSENT FORM
Dear parent/guardian:
is participating in a pilot test of a voluntary survey about school climate. The survey
will be administered to students during regular school hours during the week of . It will ask students about their perceptions surrounding topics such as student
engagement, school environment, and school safety.
To analyze and refine the questionnaires, the National Center for Education Statistics (NCES) will receive
individual-level responses from participating schools and districts but without the names or other direct
personal identifiers of the respondents. All information received by NCES that in any way relates to or
describes identifiable characteristics of individuals is protected from disclosure by federal statute; it may
be used only for statistical purposes and may not be disclosed, or used, in identifiable form for any other
purpose except as required law (20 U.S.C., §9573).
If you do want your child to participate in this survey, please complete, sign, and postmark this letter
using the enclosed postage paid envelope by . If you sign and postmark this letter by
, this means your child will participate in the survey and will be asked to report to a
designated place in the school (for example, the computer lab) where the survey is administered.
If you have any questions about this study or about your child’s participation or would like to see a copy
of the student survey, please contact at . If you
have any questions about your child’s rights as a participant in this study, please contact .
I understand that completing and signing the form below and returning this letter, my child will be
allowed to take the School Climate Survey.
Parent/Guardian Signature:
Student Signature:
Student Printed Name:
Date:
Date:
Date of birth:
If you do want to allow your child to take the survey, you do not have to sign or send back anything.
Sincerely,
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Appendix F
Print SCLS Surveys
This appendix provides print versions of the SCLS surveys.
Appendix F.1 – Print SCLS Student Survey (English)
Appendix F.2 – Print SCLS Student Survey (Spanish)
Appendix F.3 – Print SCLS Parent Survey (English)
Appendix F.4 – Print SCLS Parent Survey (Spanish)
Appendix F.5 – Print SCLS Instructional Staff Survey
Appendix F.6 – Print SCLS NonInstructional Staff Survey
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Appendix F.1
Print SCLS Student Survey (English)
School Climate Surveys
STUDENT SURVEY
2014
U.S. Department of Education
National Center for Education Statistics
35
1.
2.
3.
4.
5.
Are you male or female? Mark one response.
Male
Female
What grade are you currently in at this school? Mark one response.
Sdemo148
Sdemo151
th
5 grade
6 grade
7 grade
8 grade
9 grade
10 grade
11 grade
12 grade
Not graded
th
th
th
th
th
th
th
Which of the following grade groupings best describes the grade that you are currently in? Mark one response.
Sdemo151b
th
th
5 to 8 grade
9 to 12 grade
th
th
Are you of Hispanic or Latino origin? Mark one response.
Yes
No
What is your race? Please check all that apply.
White
Black or African-American
Asian
American Indian or Alaska Native
Native Hawaiian or Pacific Islander
Sdemo149
Sdemo150
How strongly do you agree or disagree with the following statements about this school? Mark One Response
6.
All students are treated the same, regardless of whether their parents are rich or poor.
Strongly Agree
Agree
Disagree
Strongly Disagree
Sengclc1
36
How strongly do you agree or disagree with the following statements about this school? Mark One Response
7.
8.
9.
10.
Boys and girls are treated equally well.
Strongly Agree
Agree
Disagree
Strongly Disagree
Sengclc2
This school provides instructional materials (e.g., textbooks, handouts) that reflect my cultual background,
ethnicity, and identity.
Sengclc3
Strongly Agree
Agree
Disagree
Strongly Disagree
Adults working at this school treat all students respectfully.
Strongly Agree
Agree
Disagree
Strongly Disagree
Sengclc4
There are examples of different racial, ethnic, or cultural backgrounds in the class lessons at this school.
Sengclc5
Strongly Agree
Agree
Disagree
Strongly Disagree
11. Adults working at this school have disrespected students because of their race, ethnicity, or cultural background.
Sengclc6
12.
Strongly Agree
Agree
Disagree
Strongly Disagree
People of different cultural backgrounds, races, or ethnicities get along well at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
Sengclc7
37
How strongly do you agree or disagree with the following statements about this school? Mark One Response
13.
Students from different backgrounds get along well at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
14. Teachers understand my problems.
Strongly Agree
Agree
Disagree
Strongly Disagree
15. Adults working at this school seem to take a real interest in my future.
Strongly Agree
Agree
Disagree
Strongly Disagree
16. Teachers are available when I need to talk with them.
Strongly Agree
Agree
Disagree
Strongly Disagree
17. It is easy to talk with teachers at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
18. Students get along well with teachers.
Strongly Agree
Agree
Disagree
Strongly Disagree
Sengclc8
Sengrel9
Sengrel10
Sengrel11
Sengrel12
Sengrel13
38
How strongly do you agree or disagree with the following statements about this school? Mark One Response
19. My teachers care about me.
Strongly Agree
Agree
Disagree
Strongly Disagree
20. At this school, there is a teacher or some other adult who notices when I am not there.
Strongly Agree
Agree
Disagree
Strongly Disagree
21. Teachers at this school help us children with our problems.
Strongly Agree
Agree
Disagree
Strongly Disagree
22. My teachers make me feel good about myself.
Strongly Agree
Agree
Disagree
Strongly Disagree
23. I feel like I belong.
Strongly Agree
Agree
Disagree
Strongly Disagree
24. Students help one another.
Strongly Agree
Agree
Disagree
Strongly Disagree
Sengrel14
Sengrel15
Sengrel16
Sengrel17
Sengrel18
Sengrel19
39
How strongly do you agree or disagree with the following statements about this school? Mark One Response
25. Students respect one another.
Strongly Agree
Agree
Disagree
Strongly Disagree
26. Students like one another.
Strongly Agree
Agree
Disagree
Strongly Disagree
27. Students trust one another.
Strongly Agree
Agree
Disagree
Strongly Disagree
28. When there are events at this school, lots of families come.
Strongly Agree
Agree
Disagree
Strongly Disagree
29. If I am absent, there is a teacher or some other adult at school that will notice my absence.
Strongly Agree
Agree
Disagree
Strongly Disagree
30. At this school, the principal asks students what their ideas are.
Strongly Agree
Agree
Disagree
Strongly Disagree
Sengrel20
Sengrel21
Sengrel22
Sengrel26
Sengrel29
Sengpar43
40
How strongly do you agree or disagree with the following statements about this school? Mark One Response
31. I regularly attend school-sponsored events, such as school dances, sporting events, student performances, or
other school activities.
Sengpar44
Strongly Agree
Agree
Disagree
Strongly Disagree
32. I regularly participate in extra-curricular activities offered through this school, such as, school clubs or
organizations, musical groups, sports teams, student government, or any other extra-curricular activities.
Sengpar45
Strongly Agree
Agree
Disagree
Strongly Disagree
33. At this school, students have lots of chances to help decide things like class activities and rules.
Sengpar46
Strongly Agree
Agree
Disagree
Strongly Disagree
34. There are lots of chances for students at this school to get involved in sports, clubs, and other school activities
outside of class.
Sengpar47
Strongly Agree
Agree
Disagree
Strongly Disagree
35. I have lots of chances to be part of class discussions or activities.
Strongly Agree
Agree
Disagree
Strongly Disagree
Sengpar48
41
How strongly do you agree or disagree with the following statements about this school? Mark One Response
36. Students at this school get along well with each other.
37.
Strongly Agree
Agree
Disagree
Strongly Disagree
Ssafemo49
Students at this school can tell their teachers if they feel confused about something in class. Ssafemo50
Strongly Agree
Agree
Disagree
Strongly Disagree
38. Students at this school are sensitive to the feelings of other students.
Strongly Agree
Agree
Disagree
Strongly Disagree
Ssafemo51
39. At this school, students talk about the importance of understanding their own feelings and the feelings of others.
Ssafemo52
40.
Strongly Agree
Agree
Disagree
Strongly Disagree
At this school, students work on listening to others to understand what they are trying to say. Ssafemo53
Strongly Agree
Agree
Disagree
Strongly Disagree
41. I am happy to be at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
Ssafemo54
42
How strongly do you agree or disagree with the following statements about this school? Mark One Response
42. I feel close to people at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
43. I feel like I am part of this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
44. I feel socially accepted.
Strongly Agree
Agree
Disagree
Strongly Disagree
45. I feel loved and wanted.
Strongly Agree
Agree
Disagree
Strongly Disagree
46. I feel safe at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
47. I feel safe going to and from this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
Ssafemo55
Ssafemo56
Ssafemo57
Ssafemo58
Ssafpsaf59
Ssafpsaf60
43
How strongly do you agree or disagree with the following statements about this school? Mark One Response
48. I worry about crime and violence at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
49. Students at this school are often threatened.
Strongly Agree
Agree
Disagree
Strongly Disagree
50. I sometimes stay home because I don’t feel safe at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
51. Students at this school carry guns or knives to school.
Strongly Agree
Agree
Disagree
Strongly Disagree
52. Students at this school belong to gangs.
Strongly Agree
Agree
Disagree
Strongly Disagree
53. Students at this school threaten to hurt other students.
Strongly Agree
Agree
Disagree
Strongly Disagree
Ssafpsaf61
Ssafpsaf62
Ssafpsaf63
Ssafpsaf65
Ssafpsaf66
Ssafpsaf67
44
How strongly do you agree or disagree with the following statements about this school? Mark One Response
54.
Students at this school steal money, electronics, or other valuable things while at school.
Strongly Agree
Agree
Disagree
Strongly Disagree
55. Students at this school damage or destroy other students' property.
Strongly Agree
Agree
Disagree
Strongly Disagree
56. Students at this school damage or destroy school property.
Strongly Agree
Agree
Disagree
Strongly Disagree
57. Students at this school fight a lot.
Strongly Agree
Agree
Disagree
Strongly Disagree
58. Students at this school are often teased or picked on.
Strongly Agree
Agree
Disagree
Strongly Disagree
59. Students at this school are teased or picked on about their race or ethnicity.
Strongly Agree
Agree
Disagree
Strongly Disagree
Ssafpsaf68
Ssafpsaf69
Ssafpsaf70
Ssafpsaf71
Ssafbul72
Ssafbul74
45
How strongly do you agree or disagree with the following statements about this school? Mark One Response
60.
61.
Students at this school are teased or picked on about their cultural background or religion.
Strongly Agree
Agree
Disagree
Strongly Disagree
Students at this school are teased or picked on about their physical or mental disability.
Strongly Agree
Agree
Disagree
Strongly Disagree
Ssafbul75
Ssafbul76
62. [High School Student Only] Students at this school are teased or picked on about their real or perceived sexual
behavior.
Ssafbul77
Strongly Agree
Agree
Disagree
Strongly Disagree
63. [High School Student Only] Students at this school are teased or picked on about their real or perceived sexual
orientation.
Ssafbul77b
Strongly Agree
Agree
Disagree
Strongly Disagree
64. Students at this school say mean things to other students when they think the other students deserve it.
Ssafbul81
Strongly Agree
Agree
Disagree
Strongly Disagree
46
How strongly do you agree or disagree with the following statements about this school? Mark One Response
This question is about bullying. Bullying happens when one or more students tease, threaten, spread rumors about,
hit, shove or hurt another student. It is not bullying when students of about the same strength or power argue or fight
or tease each other in a friendly way. Bullies are usually stronger, or have more friends or more money, or some
other power over the student being bullied. Usually, bullying happens over and over, or the student being bullied
thinks it might happen over and over.
65. Students at this school are often bullied.
Strongly Agree
Agree
Disagree
Strongly Disagree
66. Adults working at this school make it clear to students that bullying is not tolerated.
Strongly Agree
Agree
Disagree
Strongly Disagree
67. Students tell adults at this school when other students are being bullied.
Strongly Agree
Agree
Disagree
Strongly Disagree
68. Students at this school try to stop bullying.
Strongly Agree
Agree
Disagree
Strongly Disagree
Ssafbul73
Ssafbul78
Ssafbul79
Ssafbul80
This question is about cyberbullying. Cyberbullying is bullying that takes place using electronic technology. Examples
of cyberbullying include mean text messages or emails, rumors sent by email or posted on social networking sites,
and embarrassing pictures, videos, websites, or fake profiles.
69. Students at this school are often cyber bullied (e.g., receiving a threatening or hurtful message from another
student in an email, on a website, on a cell phone, or in instant messaging).
Ssafbul82
Strongly Agree
Agree
Disagree
Strongly Disagree
47
How strongly do you agree or disagree with the following statements about this school? Mark One Response
70. Students often spread mean rumors or lies about others at this school on the internet (i.e., Facebook™, email,
and instant message).
Ssafbul83
Strongly Agree
Agree
Disagree
Strongly Disagree
How much of a problem are the following at this school? Mark One Response
Drugs means any substance, including those used to get “high” or increase performance in school or sports, other
than alcohol or tobacco. Examples include marijuana, illegal drugs, inhalants, synthetic drugs used to get high (K-2,
bath salts, white lightning), or over-the-counter medicine. This does not include medications prescribed by doctor or
nurse for the person, but includes prescription drugs that are NOT prescribed to the person by his/her doctor.
71. At this school, how much of a problem is student drug use?
Not a Problem
Small Problem
Somewhat a Problem
Large Problem
72. At this school, how much of a problem is student use of electronic cigarettes?
Not a Problem
Small Problem
Somewhat a Problem
Large Problem
Ssafsub84
Ssafsub85b
73. At this school, how much of a problem is student use of tobacco (e.g., cigarettes, chew, cigars)?
Ssafsub85
Not a Problem
Small Problem
Somewhat a Problem
Large Problem
48
How much of a problem are the following at this school? Mark One Response
“Alcohol” means a full or part of a drink of alcohol. Examples include beer, wine, mixed drink, shot of liquor, or any
combination of these alcoholic drinks. This does not include alcohol that you may drink for religious purposes.
74. At this school, how much of a problem is student alcohol use?
Not a Problem
Small Problem
Somewhat a Problem
Large Problem
Ssafsub86
How strongly do you agree or disagree with the following statements about this school? Mark One Response
75. Students use/try tobacco products while at school or school-sponsored events.
Strongly Agree
Agree
Disagree
Strongly Disagree
76. Students use/try alcohol or drugs while at school or school-sponsored events.
Strongly Agree
Agree
Disagree
Strongly Disagree
Ssafsub87
Ssafsub88
77. Students buy or sell drugs, alcohol, or tobacco products while at school or school-sponsored events.
Ssafsub89
Strongly Agree
Agree
Disagree
Strongly Disagree
78. Students are sometimes distracted in class because they are drunk or high.
Strongly Agree
Agree
Disagree
Strongly Disagree
Ssafsub90
49
How strongly do you agree or disagree with the following statements about this school? Mark One Response
79. It is easy for students to use/try alcohol or drugs at school or school-sponsored events without getting caught.
Ssafsub91
Strongly Agree
Agree
Disagree
Strongly Disagree
80. Students at this school think it is okay to smoke one or more packs of cigarettes a day.
Strongly Agree
Agree
Disagree
Strongly Disagree
81. Students at this school think it is okay to get drunk.
Strongly Agree
Agree
Disagree
Strongly Disagree
82. Students at this school think it is okay to try drugs.
Strongly Agree
Agree
Disagree
Strongly Disagree
Ssafsub92
Ssafsub93
Ssafsub94
83. This school has told students what to do if there is an emergency, natural disaster (tornado, flood) or a
dangerous situation (e.g. violent person on campus) during the school day.
Ssaferm96
Strongly Agree
Agree
Disagree
Strongly Disagree
50
How strongly do you agree or disagree with the following statements about this school? Mark One Response
84. Students know what to do if there is an emergency, natural disaster (tornado, flood) or a dangerous situation
(e.g. violent person on campus) during the school day.
Ssaferm97
Strongly Agree
Agree
Disagree
Strongly Disagree
85. If students hear about a threat to school or student safety, they would report it to someone in authority.
Ssaferm98
Strongly Agree
Agree
Disagree
Strongly Disagree
86. The school buildings are pleasant and well maintained.
Strongly Agree
Agree
Disagree
Strongly Disagree
87. The bathrooms in this school are clean.
Strongly Agree
Agree
Disagree
Strongly Disagree
88. This school is clean and well-maintained.
Strongly Agree
Agree
Disagree
Strongly Disagree
89. The temperature in this school is comfortable all year round.
Strongly Agree
Agree
Disagree
Strongly Disagree
Senvpenv99
Senvpenv100
Senvpenv101
Senvpenv102
51
How strongly do you agree or disagree with the following statements about this school? Mark One Response
90. This school looks nice and pleasant.
Strongly Agree
Agree
Disagree
Strongly Disagree
91. Overcrowding is a problem at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
92. The school grounds are kept clean.
Strongly Agree
Agree
Disagree
Strongly Disagree
93. I think that students are proud of how this school looks on the outside.
Strongly Agree
Agree
Disagree
Strongly Disagree
94. Broken things at this school get fixed quickly.
Strongly Agree
Agree
Disagree
Strongly Disagree
95. Other students often disrupt class.
Strongly Agree
Agree
Disagree
Strongly Disagree
Senvpenv103
Senvpenv104
Senvpenv105
Senvpenv106
Senvpenv107
Senvins108
52
How strongly do you agree or disagree with the following statements about this school? Mark One Response
96. I get distracted from doing schoolwork in my classes because other students are misbehaving, for example,
talking or fighting.
Senvins109
Strongly Agree
Agree
Disagree
Strongly Disagree
97. My teachers praise me when I work hard in school.
Strongly Agree
Agree
Disagree
Strongly Disagree
98. My teachers give me individual attention when I need it.
Strongly Agree
Agree
Disagree
Strongly Disagree
99. My teachers often connect what I am learning to life outside the classroom.
Strongly Agree
Agree
Disagree
Strongly Disagree
100. The things I’m learning in school are important to me.
Strongly Agree
Agree
Disagree
Strongly Disagree
101. My teachers are willing to give extra help on schoolwork if I need it.
Strongly Agree
Agree
Disagree
Strongly Disagree
Senvins111
Senvins113
Senvins114
Senvins115
Senvins117
53
How strongly do you agree or disagree with the following statements about this school? Mark One Response
102. I'm really learning a lot in my classes.
Strongly Agree
Agree
Disagree
Strongly Disagree
103. My teachers expect me to do my best all the time.
Strongly Agree
Agree
Disagree
Strongly Disagree
Senvins119
Senvins121
104. The programs and resources at this school are adequate to support students with special needs or disabilities.
Senvins122
Strongly Agree
Agree
Disagree
Strongly Disagree
How often do the following occur at this school? Mark One Response
105. How often do you eat fruit at school?
Never
Rarely
Sometimes
Often
106. How often do you eat vegetables at school?
Never
Rarely
Sometimes
Often
Senvphea123
Senvphea124
54
How often do the following occur at this school? Mark One Response
107. How often do you eat breakfast on school days?
Never
Rarely
Sometimes
Often
108. How often do you eat candy at school?
Never
Rarely
Sometimes
Often
109. How often do you drink soda at school?
Never
Rarely
Sometimes
Often
Senvphea125
Senvphea126
Senvphea127
110. How often do you go to gym class or participate in other physical activity during the school day (e.g., running,
playing sports)?
Senvphea128
Never
Rarely
Sometimes
Often
111. How often do you stay after school to participate in sports or other physical activity?
Never
Rarely
Sometimes
Senvphea129
Often
55
How strongly do you agree or disagree with the following statements about this school? Mark One Response
112. My teachers really care about me.
Strongly Agree
Agree
Disagree
Strongly Disagree
Senvmen130
113. Adults working at this school are usually willing to make the time to give students extra help. Senvmen131
Strongly Agree
Agree
Disagree
Strongly Disagree
114. I can talk to my teachers about problems I am having in class.
Strongly Agree
Agree
Disagree
Strongly Disagree
115. I can talk to a teacher or other adult at this school about something that is bothering me.
Strongly Agree
Agree
Disagree
Strongly Disagree
116. Students at this school stop and think before doing anything when they get angry.
Strongly Agree
Agree
Disagree
Strongly Disagree
117. Students at this school give up when they can’t solve a problem easily.
Strongly Agree
Agree
Disagree
Strongly Disagree
Senvmen132
Senvmen133
Senvmen134
Senvmen135
56
How strongly do you agree or disagree with the following statements about this school? Mark One Response
118. Students at this school think it’s ok to fight if someone insults them.
Strongly Agree
Agree
Disagree
Strongly Disagree
Senvmen136
119. Students at this school try to work out their disagreements with other students by talking to them.
Senvmen137
Strongly Agree
Agree
Disagree
Strongly Disagree
120. Classroom rules are applied equally.
Strongly Agree
Agree
Disagree
Strongly Disagree
121. Problems at this school are solved by students and staff.
Strongly Agree
Agree
Disagree
Strongly Disagree
122. Students get in trouble if they do not follow school rules.
Strongly Agree
Agree
Disagree
Strongly Disagree
123. School rules are enforced consistently and fairly.
Strongly Agree
Agree
Disagree
Strongly Disagree
Senvdis138
Senvdis139
Senvdis140
Senvdis141
57
How strongly do you agree or disagree with the following statements about this school? Mark One Response
124. My teachers make it clear to me when I have misbehaved in class.
Strongly Agree
Agree
Disagree
Strongly Disagree
125. Adults working at this school reward students for positive behavior.
Strongly Agree
Agree
Disagree
Strongly Disagree
Senvdis142
Senvdis143
126. Adults working at this school encourage students to think about how their actions affect others.
Senvdis144
Strongly Agree
Agree
Disagree
Strongly Disagree
127. Adults working at this school assign consequences that help students learn from their behavior.
Senvdis145
Strongly Agree
Agree
Disagree
Strongly Disagree
128. Adults working at this school help students develop strategies to understand and control their feelings and
actions.
Senvdis146
Strongly Agree
Agree
Disagree
Strongly Disagree
58
How strongly do you agree or disagree with the following statements about this school? Mark One Response
129. School rules are applied equally to all students.
Strongly Agree
Agree
Disagree
Strongly Disagree
130. School rules for behavior are strict.
Strongly Agree
Agree
Disagree
Strongly Disagree
131. Discipline is fair.
Strongly Agree
Agree
Disagree
Strongly Disagree
Senvdis147
Senvdis147b
Senvdis147c
59
Appendix F.2
Print SCLS Student Survey (Spanish)
Encuestas sobre clima escolar
ENCUESTA PARA ESTUDIANTES
2014
Departamento de Educación de los Estados Unidos
Centro Nacional para Estadísticas de la Educación
60
1.
2.
3.
4.
5.
¿Eres hombre o mujer? Marque una respuesta.
Hombre
Mujer
¿Qué grado cursas actualmente en esta escuela? Marque una respuesta.
5o grado
6o grado
7o grado
8o grado
9o grado
10o grado
11o grado
12o grado
sin grado escolar (not graded)
Sdemo148
Sdemo151
¿Cuál de las siguientes agrupaciones de años describe mejor el grado que actualmente cursas? Marque una
respuesta.
Sdemo151b
5o al 8o grado
9o al 12o grado
¿Eres de origen hispano o latino? Marque una respuesta.
Sí
No
¿A cuál raza perteneces? Marque todas las que correspondan
Blanco
Negro o Afroamericano
Asiático
Indio americano o nativo de Alaska
Nativo de Hawái u otra de las islas del Pacífico
Sdemo149
Sdemo150
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
6.
A todos los estudiantes se les trata por igual, sin importar si sus padres son ricos o pobres.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Sengclc1
61
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
7.
8.
9.
Tanto a los niños como a las niñas se les trata igualmente bien.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Sengclc2
Esta escuela ofrece materiales de instrucción (por ejemplo libros de texto, folletos) que reflejan mi origen
cultura, etnicidad e identidad.
Sengclc3
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Adultos trabajando en esta escuela tratan a todos los estudiantes con respeto.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Sengclc4
10. En esta escuela durante las clases hay ejemplos de diferentes grupos raciales, étnicos o culturales.
Sengclc5
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
11. Adultos trabajando en esta escuela le han faltado el respeto a los estudiantes debido a su raza, etnia o cultura.
Sengclc6
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
12. Las personas de culturas, razas o etnias diferentes se llevan bien en esta escuela.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Sengclc7
62
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
13. Los estudiantes de distintos origines culturales se llevan bien en esta escuela
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
14. Los maestros entienden mis problemas.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
15. Los maestros y otros adultos en esta escuela parecen tener un interés real en mi futuro.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
16. Los maestros están disponibles cuando necesito hablar con ellos.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
17. Es fácil hablar con mis maestros en esta escuela.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
18. Los estudiantes se llevan bien con los maestros.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Sengclc8
Sengrel9
Sengrel10
Sengrel11
Sengrel12
Sengrel13
63
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
19. Mis maestros se preocupan por mi.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Sengrel14
20. En esta escuela hay un(a) maestro/a u otra persona adulta que se da cuenta de cuando no estoy presente.
Sengrel15
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
21. Los maestros en esta escuela ayudan a nosotros, los jóvenes, con nuestros problemas
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
22. Mis maestros/as me hacen sentir bien acerca de mí mismo/a.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
23. Siento que pertenezco.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
24. Los estudiantes se ayudan unos a otros.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Sengrel16
Sengrel17
Sengrel18
Sengrel19
64
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
25. Los estudiantes se respetan unos a otros.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
26. Los estudiantes simpatizan unos con otros.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
27. Los estudiantes confían los unos en los otros.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
28. Cuando hay eventos en esta escuela, muchas familias vienen.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Sengrel20
Sengrel21
Sengrel22
Sengrel26
29. Si falto, hay un(a) maestro(a) o algún adulto en la escuela que se dará cuenta que estoy ausente.
Sengrel29
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
30. En esta escuela, el director le pregunta a los estudiantes sobre sus ideas.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Sengpar43
65
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
31. Asisto regularmente a los eventos patrocinados por la escuela, como los bailes, eventos deportivos, actuaciones
de los estudiantes, u otras actividades escolares.
Sengpar44
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
32. Regularmente, participo en actividades después de clases ofrecidas a través de mi escuela, como
organizaciones o clubes escolares, grupos musicales, equipos deportivos, gobierno estudiantil o cualquier otra
actividad después de clases.
Sengpar45
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
33. En esta escuela los estudiantes tienen muchas oportunidades de ayudar a decidir sobre cosas como las
actividades y reglas de la clase.
Sengpar46
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
34. Existen muchas oportunidades para que los estudiantes en esta escuela participen en deportes, clubes y otras
actividades despues de clases.
Sengpar47
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
35. Tengo muchas oportunidades para participar en los debates o actividades de clase.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Sengpar48
66
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
36. Los estudiantes en esta escuela se llevan bien entre sí.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Ssafemo49
37. Los estudiantes en esta escuela pueden decirle a sus maestros(as) si se sienten confundidos sobre algo en la
clase.
Ssafemo50
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
38. Los estudiantes en esta escuela son sensibles a los sentimientos de otros estudiantes.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Ssafemo51
39. En esta escuela, los estudiantes hablan sobre la importancia de entender sus propios sentimientos y los
sentimientos de otros.
Ssafemo52
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
40. En esta escuela, los estudiantes trabajan en escuchar a los otros y entender lo que ellos están tratando de decir.
Ssafemo53
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
41. Estoy feliz de estar en esta escuela.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Ssafemo54
67
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
42. Me siento cerca de las personas en esta escuela.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
43. Siento que soy parte de esta escuela.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
44. Me siento socialmente aceptado(a).
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
45. Me siento querido(a) y necesitado(a).
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
46. Me siento seguro(a) en esta escuela.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
47. Me siento seguro(a) yendo y viniendo de esta escuela.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Ssafemo55
Ssafemo56
Ssafemo57
Ssafemo58
Ssafpsaf59
Ssafpsaf60
68
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
48. Me preocupa el crimen y la violencia en esta escuela.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
49. Los estudiantes de esta escuela a menudo son objeto de amenazas.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
50. A veces me quedo en casa porque no me siento seguro en esta escuela.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
51. Los estudiantes en esta escuela llevan pistolas o cuchillos a la escuela.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
52. Los estudiantes en esta escuela pertenecen a pandillas.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
53. Los estudiantes en esta escuela amenazan lastimar a otros estudiantes.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Ssafpsaf61
Ssafpsaf62
Ssafpsaf63
Ssafpsaf65
Ssafpsaf66
Ssafpsaf67
69
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
54. Los estudiantes en mi escuela roban dinero, dispositivos electrónicos y otras cosas de valor mientras están en la
escuela.
Ssafpsaf68
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
55. Los estudiantes en esta escuela dañan o destruyen la propiedad de otros estudiantes.
Ssafpsaf69
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
56. Los estudiantes en esta escuela dañan o destruyen propiedad escolar.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
57. Los estudiantes en esta escuela pelean mucho.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
58. Los estudiantes de esta escuela a menudo son objeto de burlas o acosos.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Ssafpsaf70
Ssafpsaf71
Ssafbul72
70
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
59. Los estudiantes en esta escuela son molestados o criticados sobre su raza o etnia.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
60. Los estudiantes en esta escuela son molestados o criticados por su origen cultura o religión.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Ssafbul74
Ssafbul75
61. Los estudiantes en esta escuela son molestados o criticados por su discapacidad física o mental.
Ssafbul76
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
62. [Sólo para estudiantes de secundaria (high school)] Los estudiantes en esta escuela son molestados o
criticados por su comportamiento sexual real o percibido.
Ssafbul77
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
63. [Sólo para estudiantes de secundaria (high school)] Los estudiantes en esta escuela son molestados o
criticados por su orientación sexual real o percibida.
Ssafbul77b
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
71
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
64. Los estudiantes en esta escuela dicen cosas ofensivas a otros estudiantes cuando creen que los otros
estudiantes se lo merecen.
Ssafbul81
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Esta pregunta trata sobre la intimidación (bullying). La intimidación ocurre cuando uno o más estudiantes molestan,
amenazan, rumorean sobre, golpean, empujan o lastiman a otro estudiante. La intimidación no aplica a instancias en
que estudiantes con casi la misma fuerza o poder discuten o pelean o se molestan unos a otros de forma amigable.
Quienes practican la intimidación (bullies) generalmente son más fuertes, o tienen más amigos o más dinero, o algún
otro poder sobre el estudiante al que intimidan. La intimidación sucede, generalmente, una y otra vez, o el estudiante
a quien se intimida piensa que podría ocurrir una y otra vez.
65. Los estudiantes de esta escuela a menudo son objeto de abusos (bullying).
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Ssafbul73
66. Los adultos que trabajan en esta escuela les dejan claro a los estudiantes que el acoso (bullying) no es tolerado.
Ssafbul78
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
67. Los estudiantes informan a los adultos que trabajan en la escuela cuando otros estudiantes están siendo
acosados (bullying).
Ssafbul79
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
68. Los estudiantes en esta escuela tratan de ponerle fin al acoso (bullying).
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Ssafbul80
72
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
Esta pregunta trata sobre la intimidación en línea (cyberbullying). La intimidación cibernética es aquella que ocurre a
través de la tecnología electrónica. Los ejemplos de intimidación en línea incluyen mensajes de texto o de correo
electrónico crueles o malos, rumores o chismes enviados por correo electrónico, o publicados en los sitios de las
redes sociales, e imágenes, vídeos y sitios web vergonzosos o perfiles falsos.
69. Los estudiantes en esta escuela con frecuencia son acosados por internet (por ejemplo, reciben amenazas o
mensajes hirientes de otro(a) estudiante en un mensaje de correo electrónico, un sitio web, un teléfono móvil, o
un mensaje instantáneo).
Ssafbul82
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
70. Los estudiantes con frecuencia difunden rumores o mentiras sobre otros en esta escuela en el internet (por
ejemplo, Facebook™, correo electrónico, mensajes instantáneos).
Ssafbul83
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
¿Qué tanto problema son los siguientes en esta escuela? Marque una respuesta.
Drogas significa cualquier sustancia, incluso las usadas para sentirse “en onda” o mejorar el rendimiento escolar o
deportivo, que no sea alcohol o el tabaco. Los ejemplos incluyen la marihuana, las drogas ilegales, los inhalantes,
drogas sintéticas utilizadas para sentirse en onda (K-2, sales para el baño, White lightining), o medicamentos sin
prescripción médica. . Esto no incluye medicinas que el médico o la enfermera recetan, pero incluye medicamentos
recetados que NO son recetados a la persona por parte de su médico.
71. En esta escuela, ¿qué tanto problema es el uso de drogas?
No es un Problema
Un Pequeño Problema
Un Poco Problemático
Un Gran Problema
72. En esta escuela, ¿qué tanto problema es el uso de cigarros/cigarrillos electrónicos?
No es un Problema
Un Pequeño Problema
Un Poco Problemático
Un Gran Problema
Ssafsub84
Ssafsub85b
73
¿Qué tanto problema son los siguientes en esta escuela? Marque una respuesta.
73. En esta escuela, ¿qué tanto problema es el uso de tabaco (por ejemplo cigarros, tabaco masticable, puros)?
Ssafsub85
No es un Problema
Un Pequeño Problema
Un Poco Problemático
Un Gran Problema
“Alcohol” significa una bebida total o parcialmente de alcohol. Algunos ejemplos son la cerveza, vino, bebidas
mezcladas, trago de licor o cualquier combinación de estas bebidas alcohólicas. No incluye el alcohol que pueda ser
bebido para fines religiosos.
74. En esta escuela, ¿qué tanto problema es el uso de alcohol?
No es un Problema
Un Pequeño Problema
Un Poco Problemático
Un Gran Problema
Ssafsub86
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
75. Los estudiantes usan/prueban productos a base de tabaco cuando están en la escuela o en eventos
patrocinados por la escuela.
Ssafsub87
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
76. Los estudiantes usan/prueban alcohol o drogas cuando están en la escuela o en eventos patrocinados por la
escuela.
Ssafsub88
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
77. Los estudiantes compran o venden drogas, alcohol o productos a base de tabaco cuando están en la escuela o
en eventos patrocinados por la escuela.
Ssafsub89
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
74
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
78. Los estudiantes a veces se distraen en la clase porque están borrachos o drogados.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Ssafsub90
79. Es fácil para los estudiantes usar/probar el alcohol o las drogas en la escuela o en los eventos patrocinados por
la escuela, sin que los descubran.
Ssafsub91
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
80. Los estudiantes en esta escuela piensan que está bien fumar uno o más cajetillas de cigarros al día.
Ssafsub92
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
81. Los estudiantes en esta escuela piensan que está bien emborracharse.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
82. Los estudiantes en esta escuela piensan que está bien probar drogas.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Ssafsub93
Ssafsub94
75
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
83. Esta escuela ha informado a los estudiantes que hacer en caso de una emergencia, desastre natural (ej.
tornado, inundación) o una situación peligrosa (ej., persona violenta en las instalaciones de la escuela) durante
el día escolar.
Ssaferm96
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
84. Los estudiantes saben que deben hacer en caso de una emergencia, desastre natural (tornado, inundación) o
situación de peligro (por ejemplo que una persona violenta esté en las instalaciones) durante el día escolar
Ssaferm97
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
85. Si los estudiantes escuchan acerca de una amenaza a la escuela o la seguridad del estudiante, le informarían a
alguien con autoridad.
Ssaferm98
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
86. Los edificios de mi escuela por lo general son gratos y los mantienen bien.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
87. Los baños en esta escuela son limpios
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Senvpenv99
Senvpenv100
76
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
88. La escuela es limpia y está bien mantenida.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
89. La temperatura en esta escuela es cómoda a lo largo del año.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
90. Esta escuela se ve bonita y agradable.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
91. El exceso de estudiantes es un problema en esta escuela.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
92. Las instalaciones de la escuela se mantienen limpias.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
93. Pienso que los estudiantes están orgullosos de cómo luce la escuela por fuera.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Senvpenv101
Senvpenv102
Senvpenv103
Senvpenv104
Senvpenv105
Senvpenv106
77
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
94. Las cosas que se rompen en esta escuela las arreglan rápidamente.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
95. Otros estudiantes interrumpen la clase con frecuencia.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Senvpenv107
Senvins108
96. Me distraigo de hacer mis tareas en mis clases porque otros estudiantes se están portando mal, por ejemplo, al
hablar o pelear.
Senvins109
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
97. Mis maestros(as) me felicitan cuando me esfuerzo en la escuela.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
98. Mis maestros me prestan atención individual cuando la necesito.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Senvins111
Senvins113
99. Mis maestros(as) con frecuencia relacionan lo que estoy aprendiendo con la vida fuera de las aulas.
Senvins114
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
78
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
100. Las cosas que estoy aprendiendo en la escuela son importantes para mí.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Senvins115
101. Mis maestros(as) están dispuestos a prestarme ayuda adicional en mis tareas, si yo lo necesito.
Senvins117
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
102. Realmente estoy aprendido mucho en mis clases.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
103. Mis maestros(as) esperan que haga mi mejor esfuerzo todo el tiempo.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Senvins119
Senvins121
104. Los programas y recursos en esta escuela son apropiados para apoyar a los estudiantes que tienen
necesidades especiales o discapacidades.
Senvins122
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
79
¿Con que frecuencia sucede lo siguiente en esta escuela? Marque una respuesta.
105. ¿Con qué frecuencia comes frutas en la escuela?
Nunca
Rara vez
A veces
Frecuentemente
106. ¿Con qué frecuencia comes verduras en la escuela?
Nunca
Rara vez
A veces
Frecuentemente
107. ¿Con qué frecuencia desayunas en los días escolares?
Nunca
Rara vez
A veces
Frecuentemente
108. ¿Con qué frecuencia comes dulces en la escuela?
Nunca
Rara vez
A veces
Frecuentemente
109. ¿Con qué frecuencia tomas gaseosas en la escuela?
Nunca
Rara vez
A veces
Frecuentemente
Senvphea123
Senvphea124
Senvphea125
Senvphea126
Senvphea127
110. ¿Con qué frecuencia participas en una clase de deporte o en otra actividad física durante el día escolar (correr o
jugar deportes)?
Senvphea128
Nunca
Rara vez
A veces
Frecuentemente
80
¿Con que frecuencia sucede lo siguiente en esta escuela? Marque una respuesta.
111. ¿Con qué frecuencia te queda después de la escuela a participar en deportes u otra actividad física?
Senvphea129
Nunca
Rara vez
A veces
Frecuentemente
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
112. Mis maestros(as) realmente se preocupan por mi.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Senvmen130
113. Los adultos que trabajan en esta escuela se toman el tiempo para ofrecer más ayuda a los estudiantes.
Senvmen131
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
114. Puedo hablar con mis maestros(as) sobre los problemas que estoy teniendo en clase.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Senvmen132
115. Puedo hablar con un(a) maestro(a) u otro adulto en esta escuela sobre algo que me está molestando.
Senvmen133
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
81
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
116. Los estudiantes en esta escuela paran y piensan antes de hacer cualquier cosa cuando están enojados.
Senvmen134
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
117. Los estudiantes en esta escuela se dan por vencidos cuando no pueden resolver un problema fácilmente.
Senvmen135
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
118. Los estudiantes en esta escuela creen que está bien pelearse si alguien los insulta.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Senvmen136
119. Los estudiantes en esta escuela tratan de resolver sus desacuerdos con otros estudiantes al hablar con ellos.
Senvmen137
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
120. Las reglas del aula se aplican de forma equitativa.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
121. Los problemas en esta escuela son resueltos por los estudiantes y el personal.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Senvdis138
Senvdis139
82
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
122. Los estudiantes se meten en problemas si no obedecen las reglas de la escuela.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
123. Las reglas de la escuela se hacen cumplir de manera constante y justa.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
124. Mis maestros me dejan claro cuando me porto mal en las clases.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
125. Los adultos que trabajan escuela premian a los estudiantes por su comportamiento positivo.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Senvdis140
Senvdis141
Senvdis142
Senvdis143
126. Los adultos que trabajan en esta escuela ayudan a los estudiantes a pensar sobre cómo sus acciones afectan a
otros.
Senvdis144
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
127. Los adultos que trabajan en esta escuela dan consecuencias que ayudan a los estudiantes a aprender de su
comportamiento.
Senvdis145
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
83
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
128. Los adultos que trabajan en esta escuela ayudan a los estudiantes a desarrollar estrategias para entender y
controlar sus sentimientos y acciones.
Senvdis146
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
129. Las reglas de la escuela se aplican por igual a todos los estudiantes.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
130. Las reglas de conducta de la escuela son estrictas.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
131. La disciplina es justa.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Senvdis147
Senvdis147b
Senvdis147c
84
Appendix F.3
Print SCLS Parent Survey (English)
School Climate Surveys
PARENT SURVEY
2014
U.S. Department of Education
National Center for Education Statistics
85
1.
2.
3.
Are you male or female? Mark one response
Male
Female
Are you of Hispanic or Latino origin? Mark one response
Yes
No
What is your race? Please check all that apply.
White
Black or African-American
Asian
American Indian or Alaska Native
Native Hawaiian or Pacific Islander
Pdemo62
Pdemo63
Pdemo64
How strongly do you agree or disagree with the following statements about this school? Mark One Response
Throughout the survey, "at this school" means activities happening in school buildings, on school grounds, on school
buses, and at places that hold school-sponsored events or activities. Unless otherwise specified, this refers to normal
school hours or to times when school activities/events were in session.
4.
5.
This school provides instructional materials (e.g., textbooks, handouts) that reflect students’ cultural background,
ethnicity, and identity.
Pengclc5
Strongly Agree
Agree
Disagree
Strongly Disagree
Don’t Know
This school communicates how important it is to respect the practices of all cultures.
Strongly Agree
Agree
Disagree
Strongly Disagree
Don’t Know
Pengclc6
86
How strongly do you agree or disagree with the following statements about this school? Mark One Response
6.
7.
8.
9.
This school encourages students to take challenging classes no matter their race, ethnicity, nationality, and/or
cultural background (e.g., honor level courses, gifted courses, AP or IB courses).
Pengclc9
Strongly Agree
Agree
Disagree
Strongly Disagree
This school communicates how important it is to respect students of all sexual orientations.
Strongly Agree
Agree
Disagree
Strongly Disagree
Pengclc65
Students who are "different" (e.g., different cultural background, religion, race, or sexual orientation) are not
included in activities by other students.
Pengclc66
Strongly Agree
Agree
Disagree
Strongly Disagree
This school helps me figure out what social and emotional skills (i.e., knowledge, attitudes, and skills necessary
to deal with social and emotional interactions) my child needs to develop.
Pengrel10
Strongly Agree
Agree
Disagree
Strongly Disagree
10. At this school, my child feels he/she belongs.
Strongly Agree
Agree
Disagree
Strongly Disagree
Pengrel11
87
How strongly do you agree or disagree with the following statements about this school? Mark One Response
11. I feel welcome at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
12. This school encourages me to be an active partner in educating my child.
Strongly Agree
Agree
Disagree
Strongly Disagree
13. I feel comfortable talking to someone at this school about my child's behavior.
Strongly Agree
Agree
Disagree
Strongly Disagree
14. This school has quality programs for my child's talents, gifts, or special needs.
Strongly Agree
Agree
Disagree
Strongly Disagree
Don’t Know
15. This school promptly responds to my phone calls, messages, or e-mails.
Strongly Agree
Agree
Disagree
Strongly Disagree
Don’t Know
16. At this school, the staff really cares about my child.
Strongly Agree
Agree
Disagree
Strongly Disagree
Pengrel13
Pengrel15
Pengrel16
Pengrel23
Pengrel25
Psafemo27
88
How strongly do you agree or disagree with the following statements about this school? Mark One Response
17. This school is a friendly place overall.
Strongly Agree
Agree
Disagree
Strongly Disagree
18. Staff at this school care about what families think.
Strongly Agree
Agree
Disagree
Strongly Disagree
19. My child is safe at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
20. Racial/ethnic conflict among students is a problem at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
21. Gang-related activity is a problem at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
22. Physical fighting between students is a problem at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
Psafemo28
Psafemo29
Psafpsaf30
Psafpsaf32
Psafpsaf33
Psafpsaf34
89
How strongly do you agree or disagree with the following statements about this school? Mark One Response
This question is about bullying. Bullying happens when one or more students tease, threaten, spread rumors about,
hit, shove or hurt another student. It is not bullying when students of about the same strength or power argue or fight
or tease each other in a friendly way. Bullies are usually stronger, or have more friends or more money, or some
other power over the student being bullied. Usually, bullying happens over and over, or the student being bullied
thinks it might happen over and over.
23. Bullying of students at school or school activities is a problem at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
Psafbul36
This question is about cyberbullying. Cyberbullying is bullying that takes place using electronic technology. Examples
of cyberbullying include mean text messages or emails, rumors sent by email or posted on social networking sites,
and embarrassing pictures, videos, websites, or fake profiles.
24. Bullying of students via electronic means or devices is a problem at this school (cyberbullying). Psafbul37
Strongly Agree
Agree
Disagree
Strongly Disagree
25. This school has helped me be more aware of bullying and cyberbullying of students.
Strongly Agree
Agree
Disagree
Strongly Disagree
Psafbul39
90
How much of a problem is the following at this school? Mark One Response
Drugs means any substance, including those used to get “high” or increase performance in school or sports, other
than alcohol or tobacco. Examples include marijuana, illegal drugs, inhalants, synthetic drugs used to get high (K-2,
bath salts, white lightning), or over-the-counter medicine. This does not include medications prescribed by doctor or
nurse for the person, but includes prescription drugs that are NOT prescribed to the person by his/her doctor.
26. At this school, how much of a problem is student drug use?
Not a Problem
Small Problem
Somewhat a Problem
Large Problem
Psafsub40
How much of a problem is the following at this school? Mark One Response
27. At this school, how much of a problem is student use of electronic cigarettes?
Not a Problem
Small Problem
Somewhat a Problem
Large Problem
Psafsub41b
28. At this school, how much of a problem is student use of tobacco (e.g., cigarettes, chew, cigars)? Psafsub41
Not a Problem
Small Problem
Somewhat a Problem
Large Problem
“Alcohol” means a full or part of a drink of alcohol. Examples include beer, wine, mixed drink, shot of liquor, or any
combination of these alcoholic drinks. This does not include alcohol that you may drink for religious purposes.
29. At this school, how much of a problem is student alcohol use?
Not a Problem
Small Problem
Somewhat a Problem
Large Problem
Psafsub42
91
How strongly do you agree or disagree with the following statements about this school? Mark One Response
30. This school notifies parents or guardians effectively in the case of a school-wide emergency.
Strongly Agree
Agree
Disagree
Strongly Disagree
Don’t Know
31. This school takes effective measures to ensure the safety of students.
Strongly Agree
Agree
Disagree
Strongly Disagree
Don’t Know
Psaferm44
Psaferm45
How strongly do you agree or disagree with the following statements about this school? Mark One Response
32. This school has made it clear to my child what he/she should do if there is an emergency, natural disaster
(tornado, flood) or a dangerous situation (e.g. violent person on campus) during the school day.
Psaferm47
Strongly Agree
Agree
Disagree
Strongly Disagree
Don’t Know
33. This school looks clean and pleasant.
Strongly Agree
Agree
Disagree
Strongly Disagree
34. The school building is clean and well-maintained.
Strongly Agree
Agree
Disagree
Strongly Disagree
Penvpenv48
Penvpenv49
92
How strongly do you agree or disagree with the following statements about this school? Mark One
Response
35. Attending school every day is important for my child to do well in his/her classes.
Penvins50
Strongly Agree
Agree
Disagree
Strongly Disagree
36. This school has high expectations for students.
Strongly Agree
Agree
Disagree
Strongly Disagree
37. This school sees me as a partner in my child's education.
Strongly Agree
Agree
Disagree
Strongly Disagree
38. My child's teachers make themselves available to me.
Strongly Agree
Agree
Disagree
Strongly Disagree
Penvins51
Penvins52
Penvins53
39. The programs and resources at this school are adequate to support students with special needs or disabilities.
Penvins54
Strongly Agree
Agree
Disagree
Strongly Disagree
40. Students have enough healthy food choices at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
Don’t Know
Penvphea55
93
How strongly do you agree or disagree with the following statements about this school? Mark One
Response
41. This school provides high quality services to help students with social or emotional needs.
Penvmen57
Strongly Agree
Agree
Disagree
Strongly Disagree
Don’t Know
42. This school has enough programs that develop students’ social and emotional skills (e.g., self-control, problem
solving, or getting along with others).
Penvmen58
Strongly Agree
Agree
Disagree
Strongly Disagree
Don’t Know
43. When my child does something good at school, I usually hear about it from the school.
Strongly Agree
Agree
Disagree
Strongly Disagree
44. This school communicates school policies and procedures clearly to parents or guardians.
Strongly Agree
Agree
Disagree
Strongly Disagree
45. School rules are applied equally to all students.
Strongly Agree
Agree
Disagree
Strongly Disagree
Don’t Know
Penvdis59
Penvdis60
Penvdis61
94
How strongly do you agree or disagree with the following statements about this school? Mark One
Response
46. School rules for behavior are strict.
Penvdis61b
Strongly Agree
Agree
Disagree
Strongly Disagree
Don’t Know
47. Discipline is fair.
Strongly Agree
Agree
Disagree
Strongly Disagree
Don’t Know
Penvdis61c
Appendix F.4 – Print SCLS Parent Survey (Spanish)
Appendix F.5 – Print SCLS Instructional Staff Survey
Appendix F.6 – Print SCLS NonInstructional Staff Survey
95
Appendix F.4
Print SCLS Parent Survey (Spanish)
Encuestas sobre el clima escolar
ENCUESTA PARA PADRES DE FAMILIA
2014
Departamento de Educación de los Estados Unidos
Centro Nacional para Estadísticas de la Educación
96
1.
¿Usted es hombre o mujer? Marque una respuesta.
Pdemo62
Hombre
Mujer
2.
3.
¿Usted es de origen hispano o latino? Marque una respuesta.
Sí
No
¿Cuál es su raza? Marque todas las que correspondan
Blanco
Negro o Afroamericano
Asiático
Indio americano o nativo de Alaska
Nativo de Hawái u otra de las islas del Pacífico
Pdemo63
Pdemo64
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
Durante la encuesta “en esta escuela” se refiera a actividades que pasan en los edificios de la escuela, en las
instalaciones de la escuela, en los buses de la escuela, y otros lugares en donde se dan actividades y eventos
patrocinados por la escuela. A menos que se especifique lo contrario, esto se refiere a las horas normales de la
escuela o para ocasiones en que las actividades de la escuela /eventos estén en sesión.
4.
5.
Esta escuela ofrece materiales de instrucción (por ejemplo libros de texto, folletos) que reflejan la cultura, origen
étnico e identidad de los estudiantes.
Pengclc5
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
No Sé
Esta escuela comunica la importancia de respetar las costumbres de todas las culturas.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
No Sé
Pengclc6
97
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
6.
7.
8.
9.
Esta escuela anima a todos los estudiantes a tomar cursos difíciles sin importar su raza, etnia, nacionalidad o
cultura (por ejemplo, clases de honors, cursos de aptitudes avanzadas, cursos de AP o IB).
Pengclc9
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Esta escuela comunica lo importante que es respetar a los estudiantes de todas las orientaciones sexuales.
Pengclc65
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Los estudiantes que son "diferentes" (por ejemplo, diferentes culturas, religiones, raza u orientación sexual) no
son incluidos en las actividades de otros estudiantes.
Pengclc66
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Esta escuela me ayuda a entender que destrezas sociales y emocionales que necesita desarrollar mi hijo(a) (por
ejemplo, auto-control, resolución de problemas, o como llevarse bien con los demás).
Pengrel10
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
10. En esta escuela, mi hijo(a) siente que pertenece.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Pengrel11
98
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
11. Me siento bienvenido en esta escuela.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
12. Esta escuela me anima a participar activamente en la educación de mi hijo(a).
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
13. Me siento cómodo hablando con alguien en esta escuela sobre la conducta de mi hijo(a).
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Pengrel13
Pengrel15
Pengrel16
14. Esta escuela tiene programas de calidad para los talentos, dones o necesidades especiales de mi hijo(a).
Pengrel23
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
No Sé
15. Esta escuela responde a mis llamadas telefónicas, mensajes o correos electrónicos rápidamente.
Pengrel25
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
No Sé
99
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
16. En esta escuela, el personal realmente se preocupa por mi hijo (a)
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
17. Esta escuela es, en general, un lugar acogedor.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
18. Al personal en esta escuela le interesa lo que piensan las familias.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
19. Mi hijo(a) está seguro(a) en esta escuela.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
20. Conflicto racial/étnico entre los estudiantes es un problema en esta escuela
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
21. La actividad de pandillas es un problema en esta escuela.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Psafemo27
Psafemo28
Psafemo29
Psafpsaf30
Psafpsaf32
Psafpsaf33
100
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
22. Peleas físicas entre los estudiantes son un problema en esta escuela.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Psafpsaf34
Esta pregunta trata sobre la intimidación (bullying). La intimidación ocurre cuando uno o más estudiantes molestan,
amenazan, rumorean sobre, golpean, empujan o lastiman a otro estudiante. La intimidación no aplica a instancias en
que estudiantes con casi la misma fuerza o poder discuten o pelean o se molestan unos a otros de forma amigable.
Quienes practican la intimidación (bullies) generalmente son más fuertes, o tienen más amigos o más dinero, o algún
otro poder sobre el estudiante al que intimidan. La intimidación sucede, generalmente, una y otra vez, o el estudiante
a quien se intimida piensa que podría ocurrir una y otra vez.
23. El acoso o la intimidación (bullying) de los estudiantes en esta escuela o en las actividades escolares es un
problema en esta escuela.
Psafbul36
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Esta pregunta trata sobre la intimidación en línea (cyberbullying). La intimidación cibernética es aquella que ocurre a
través de la tecnología electrónica. Los ejemplos de intimidación en línea incluyen mensajes de texto o de correo
electrónico crueles o malos, rumores o chismes enviados por correo electrónico, o publicados en los sitios de las
redes sociales, e imágenes, vídeos y sitios web vergonzosos o perfiles falsos.
24. El acoso (bullying) de los estudiantes por medios o aparatos electrónicos es un problema en esta escuela
(cyberbullying).
Psafbul37
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
25. Esta escuela me ha ayudado a estar más consciente del acoso (bullying) y el acoso por internet (cyberbullying)
de los estudiantes.
Psafbul39
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
101
¿Qué tanto problema son los siguientes en esta escuela? Marque una respuesta.
Drogas significa cualquier sustancia, incluso las usadas para sentirse “en onda” o mejorar el rendimiento escolar o
deportivo, que no sea alcohol o el tabaco. Los ejemplos incluyen la marihuana, las drogas ilegales, los inhalantes,
drogas sintéticas utilizadas para sentirse en onda (K-2, sales para el baño, cielo de vainilla), o medicamentos sin
prescripción médica. Esto no incluye medicinas que el médico o la enfermera recetan, pero incluye medicamentos
recetados que no son recetados a la persona por parte de su médico.
26. En esta escuela, ¿qué tanto problema es el uso de drogas entre los estudiantes?
No es un Problema
Un Pequeño Problema
Un Poco Problemático
Un Gran Problema
27. At this school, how much of a problem is student use of electronic cigarettes?
No es un Problema
Un Pequeño Problema
Un Poco Problemático
Un Gran Problema
Psafsub40
Psafsub41b
28. En esta escuela, ¿qué tanto problema es el uso de tabaco entre los estudiantes (como cigarros, tabaco
masticable, puro/habano, cigarros electrónicos)?
Psafsub41
No es un Problema
Un Pequeño Problema
Un Poco Problemático
Un Gran Problema
“Alcohol” significa una bebida total o parcialmente de alcohol. Algunos ejemplos son la cerveza, vino, bebidas
mezcladas, trago de licor o cualquier combinación de estas bebidas alcohólicas. No incluye el alcohol que pueda ser
bebido para fines religiosos.
29. En esta escuela, ¿qué tanto problema es el uso de alcohol?
No es un Problema
Un Pequeño Problema
Un Poco Problemático
Un Gran Problema
Psafsub42
102
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
30. Esta escuela notifica a los padres o tutores de manera eficaz en caso de una emergencia a nivel escolar.
Psaferm44
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
No Sé
31. Esta escuela toma medidas eficaces para asegurar la seguridad de los estudiantes.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
No Sé
Psaferm45
32. Esta escuela ha informado claramente a mi hijo/a sobre lo que él/ella debe hacer si hay una emergencia,
desastre natural (tornado, inundación) o situación peligrosa (por ejemplo una persona violenta en las
instalaciones) durante el día escolar.
Psaferm47
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
No Sé
33. Esta escuela se ve limpia y agradable.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
34. El edificio escolar está limpio y bien cuidado.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Penvpenv48
Penvpenv49
103
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
35. Asistir a la escuela todos los días es importante para que mi hijo/a rinda bien en sus clases.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
36. Esta escuela tiene altas expectativas de los estudiantes.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
37. Esta escuela me ve como un participate en la educación de mi hijo/a.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
38. Los/las maestros(as) de mi hijo/a están disponibles para mí.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
Penvins50
Penvins51
Penvins52
Penvins53
39. Los programas y recursos en esta escuela son adecuados para apoyar a los estudiantes que tienen
necesidades especiales o discapacidades.
Penvins54
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
40. Los estudiantes tienen suficientes opciones de alimentos saludables en esta escuela.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
No Sé
Penvphea55
104
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
41. Esta escuela ofrece servicios de alta calidad para apoyar a los estudiantes con sus necesidades sociales o
emocionales.
Penvmen57
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
No Sé
42. Esta escuela tiene suficientes programas que desarrollan las habilidades emocionales y sociales de los
estudiantes (por ejemplo, auto-control, resolución de problemas, o como llevarse bien con los demás).
Penvmen58
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
No Sé
43. Cuando mi hijo/a hace algo bueno en la escuela, generalmente me entero por medio de la escuela.
Penvdis59
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
44. Esta escuela informa a los padres o tutores claramente sobre las normas y procedimientos escolares.
Penvdis60
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
45. Las reglas de la escuela se aplican por igual a todos los estudiantes.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
No Sé
Penvdis61
105
¿Qué tan de acuerdo o en desacuerdo estas con las siguientes frases sobre esta escuela? Marque una respuesta.
46. El castigo por romper las reglas de la escuela es justo.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
No Sé
47. La disciplina es justa.
Muy de Acuerdo
De Acuerdo
En Desacuerdo
Muy en Desacuerdo
No Sé
Penvdis61b
Penvdis61c
106
Appendix F.5
Print SCLS Instructional Staff Survey
School Climate Surveys
INSTRUCTIONAL STAFF SURVEY
2014
U.S. Department of Education
National Center for Education Statistics
107
1.
2.
3.
4.
5.
Are you male or female? Mark one response.
Male
Female
Are you of Hispanic or Latino origin? Mark one response.
Yes
No
What is your race? Please check all that apply.
White
Black or African-American
Asian
American Indian or Alaska Native
Native Hawaiian or Pacific Islander
Idemo138
Idemo139
Idemo140
Is your main assignment/responsibility at this school to provide instruction or other support services to any of
these types of students - Special Education, English Language Learners, Gifted and Talented Education
students, and Migrant Education? Mark one response
Idemo141
Yes
No
How many years have you been working at this school? Mark one response.
1-3 years
4-9 years
10-19 years
20 or more years
Idemo142
How strongly do you agree or disagree with the following statements about this school? Mark One Response
6.
At this school, closing the racial/ethnic academic achievement gap is considered a high priority.
Iengclc1
Strongly Agree
Agree
Disagree
Strongly Disagree
108
How strongly do you agree or disagree with the following statements about this school? Mark One Response
7.
8.
9.
10.
11.
12.
At this school, all students are treated equally, regardless of whether their parents are rich or poor.
Iengclc2
Strongly Agree
Agree
Disagree
Strongly Disagree
This school encourages students to take challenging classes no matter their race, ethnicity, nationality, and/or
cultural background (e.g., honor level courses, gifted courses, AP or IB courses).
Iengclc3
Strongly Agree
Agree
Disagree
Strongly Disagree
This school provides instructional materials (e.g., textbooks, handouts) that reflect students’ cultural background,
ethnicity and identity.
Iengclc4
Strongly Agree
Agree
Disagree
Strongly Disagree
This school fosters an appreciation of student diversity and respect for each other.
Strongly Agree
Agree
Disagree
Strongly Disagree
This school emphasizes showing respect for all students’ cultural beliefs and practices.
Strongly Agree
Agree
Disagree
Strongly Disagree
Iengclc5
Iengclc6
This school provides effective resources and training for teaching students with Individualized Education
Programs (IEPs) across different languages and cultures.
Iengclc7
Strongly Agree
Agree
Disagree
Strongly Disagree
109
How strongly do you agree or disagree with the following statements about this school? Mark One Response
13.
This school provides effective supports for students needing alternative modes of communication (e.g., manual
signs, communication boards, computer-based devices, picture exchange systems, Braille).
Iengclc8
Strongly Agree
Agree
Disagree
Strongly Disagree
14. Staff do a good job helping parents to support their children's learning at home.
Strongly Agree
Agree
Disagree
Strongly Disagree
Iengrel9
15. Staff do a good job helping parents understand when their child needs to learn social, emotional, and character
skills.
Iengrel10
Strongly Agree
Agree
Disagree
Strongly Disagree
16. When a student is having social, emotional, or character challenges, staff work with his/her parents.
Iengrel11
Strongly Agree
Agree
Disagree
Strongly Disagree
17. If a student has done something well or makes improvement, staff contact his/her parents.
Strongly Agree
Agree
Disagree
Strongly Disagree
18. Staff do a good job showing parents how to keep track of their child’s progress.
Strongly Agree
Agree
Disagree
Strongly Disagree
Iengrel12
Iengrel13
110
How strongly do you agree or disagree with the following statements about this school? Mark One Response
19. This school asks families to volunteer at the school.
Strongly Agree
Agree
Disagree
Strongly Disagree
20. This school communicates with parents in a timely and ongoing basis.
Strongly Agree
Agree
Disagree
Strongly Disagree
21. My level of involvement in decision making at this school is fine with me.
Strongly Agree
Agree
Disagree
Strongly Disagree
Iengrel14
Iengrel15
Iengpar29
22. Staff at this school have many informal opportunities to influence what happens within the school.
Iengpar31
Strongly Agree
Agree
Disagree
Strongly Disagree
23. At this school, students are given the opportunity to take part in decision making.
Strongly Agree
Agree
Disagree
Strongly Disagree
24. Students at this school are encouraged to help solve problems at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
Iengpar32
Iengpar33
111
How strongly do you agree or disagree with the following statements about this school? Mark One Response
25. Administrators consistently seek input from staff.
Strongly Agree
Agree
Disagree
Strongly Disagree
26. Administrators involve staff in decision-making.
Strongly Agree
Agree
Disagree
Strongly Disagree
27. This school’s administration invites students to share their ideas about the school.
Strongly Agree
Agree
Disagree
Strongly Disagree
28. Staff at this school make it easy for students to suggest activities.
Strongly Agree
Agree
Disagree
Strongly Disagree
Iengpar35
Iengpar36
Iengpar37
Iengpar39
29. This school provides students with opportunities to take a lead role in organizing programs and activities.
Iengpar42
Strongly Agree
Agree
Disagree
Strongly Disagree
30. Students are encouraged to get involved in extra-curricular activities.
Strongly Agree
Agree
Disagree
Strongly Disagree
Iengpar48
112
How strongly do you agree or disagree with the following statements about this school? Mark One Response
31. This school is an emotionally safe place for students.
Strongly Agree
Agree
Disagree
Strongly Disagree
32. Students get along well with each other.
Strongly Agree
Agree
Disagree
Strongly Disagree
33. This school is an emotionally safe place for staff.
Strongly Agree
Agree
Disagree
Strongly Disagree
34. I feel like I belong.
Strongly Agree
Agree
Disagree
Strongly Disagree
35. I feel satisfied with the recognition I get for doing a good job.
Strongly Agree
Agree
Disagree
Strongly Disagree
36. I feel comfortable discussing feelings, worries, and frustrations with my supervisor.
Strongly Agree
Agree
Disagree
Strongly Disagree
Isafemo49
Isafemo50
Isafemo51
Isafemo52
Isafemo53
Isafemo54
113
How strongly do you agree or disagree with the following statements about this school? Mark One Response
37. This school inspires me to do the very best at my job.
Strongly Agree
Agree
Disagree
Strongly Disagree
38. People at this school care about me as a person.
Strongly Agree
Agree
Disagree
Strongly Disagree
39. I can effectively work with defiant or disruptive students.
Strongly Agree
Agree
Disagree
Strongly Disagree
40. I can manage almost any student behavior problem.
Strongly Agree
Agree
Disagree
Strongly Disagree
41. I feel safe at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
Isafemo55
Isafemo56
Isafemo57
Isafemo58
Isafpsaf59
42. The following types of problems occur at this school often: physical conflicts among students.
Isafpsaf60
Strongly Agree
Agree
Disagree
Strongly Disagree
114
How strongly do you agree or disagree with the following statements about this school? Mark One Response
43. The following types of problems occur at this school often: robbery or theft.
Strongly Agree
Agree
Disagree
Strongly Disagree
44. The following types of problems occur at this school often: vandalism.
Strongly Agree
Agree
Disagree
Strongly Disagree
Isafpsaf61
Isafpsaf62
Drugs means any substance, including those used to get “high” or increase performance in school or sports.
Examples of drugs include marijuana, illegal drugs, inhalants, synthetic drugs used to get high (K-2, bath salts, white
lightning), or over-the-counter medicine. This does not include medications prescribed by doctor or nurse for the
person, but includes prescription drugs that are NOT prescribed to the person by his/her doctor.
45. The following types of problems occur at this school often: the sale of drugs on the way to or from school or on
school grounds.
Isafpsaf63
Strongly Agree
Agree
Disagree
Strongly Disagree
46. The following types of problems occur at this school often: student possession of weapons.
Isafpsaf64
Strongly Agree
Agree
Disagree
Strongly Disagree
47. The following types of problems occur at this school often: student gang activities.
Strongly Agree
Agree
Disagree
Strongly Disagree
Isafpsaf65
115
How strongly do you agree or disagree with the following statements about this school? Mark One Response
48. The following types of problems occur at this school often: physical abuse of teachers.
Strongly Agree
Agree
Disagree
Strongly Disagree
Isafpsaf66
49. The following types of problems occur at this school often: student verbal abuse of teachers.
Isafpsaf67
Strongly Agree
Agree
Disagree
Strongly Disagree
This question is about bullying. Bullying happens when one or more students tease, threaten, spread rumors about,
hit, shove or hurt another student. It is not bullying when students of about the same strength or power argue or fight
or tease each other in a friendly way. Bullies are usually stronger, or have more friends or more money, or some
other power over the student being bullied. Usually, bullying happens over and over, or the student being bullied
thinks it might happen over and over.
50. I think that bullying is a frequent problem at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
Isafbul68
This question is about cyberbullying. Cyberbullying is bullying that takes place using electronic technology. Examples
of cyberbullying include mean text messages or emails, rumors sent by email or posted on social networking sites,
and embarrassing pictures, videos, websites, or fake profiles.
51. I think that cyberbullying is a frequent problem among students at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
Isafbul69
52. I think that racial/ethnic tension or discrimination among students is a frequent problem at this school.
Isafbul70
Strongly Agree
Agree
Disagree
Strongly Disagree
116
How strongly do you agree or disagree with the following statements about this school? Mark One Response
53. Students at this school would feel comfortable reporting a bullying incident to a teacher or other staff.
Isafbul71
Strongly Agree
Agree
Disagree
Strongly Disagree
54. Staff at this school communicate to students that bullying is unacceptable.
Strongly Agree
Agree
Disagree
Strongly Disagree
55. Staff at this school always stop bullying when they see it.
Strongly Agree
Agree
Disagree
Strongly Disagree
56. Staff at this school know what to say or do to intervene in a bullying situation.
Strongly Agree
Agree
Disagree
Strongly Disagree
57. This school provides bullying prevention.
Strongly Agree
Agree
Disagree
Strongly Disagree
58. Staff at this school are teased or picked on about their race or ethnicity.
Strongly Agree
Agree
Disagree
Strongly Disagree
Isafbul72
Isafbul73
Isafbul74
Isafbul75
Isafbul79
117
How strongly do you agree or disagree with the following statements about this school? Mark One Response
59. Staff at this school are teased or picked on about their cultural background or religion.
Strongly Agree
Agree
Disagree
Strongly Disagree
60. Staff at this school are teased or picked on about their physical or mental disability.
Strongly Agree
Agree
Disagree
Strongly Disagree
61. Staff at this school are teased or picked on about their sexuality.
Strongly Agree
Agree
Disagree
Strongly Disagree
Isafbul80
Isafbul81
Isafbul82
How much of a problem are the following at this school? Mark One Response
62. At this school, how much of a problem is student drug use?
Not a Problem
Small Problem
Somewhat a Problem
Large Problem
63. At this school, how much of a problem is student use of electronic cigarettes?
Not a Problem
Small Problem
Somewhat a Problem
Large Problem
Isafsub83
Isafsub84b
64. At this school, how much of a problem is student use of tobacco (e.g., cigarettes, chew, cigars)?
Isafsub84
Not a Problem
Small Problem
Somewhat a Problem
Large Problem
118
How much of a problem are the following at this school? Mark One Response
“Alcohol” means a full or part of a drink of alcohol. Examples include beer, wine, mixed drink, shot of liquor, or any
combination of these alcoholic drinks. This does not include alcohol that you may drink for religious purposes.
65. At this school, how much of a problem is student alcohol use?
Not a Problem
Small Problem
Somewhat a Problem
Large Problem
Isafsub85
How strongly do you agree or disagree with the following statements about this school? Mark One Response
66. This school collaborates well with community organizations to help address youth substance use problems.
Isafsub86
Strongly Agree
Agree
Disagree
Strongly Disagree
67. This school has adequate resources to address substance use prevention.
Strongly Agree
Agree
Disagree
Strongly Disagree
Isafsub87
68. This school provides effective confidential support and referral services for students needing help because of
substance abuse(e.g., a Student Assistance Program).
Isafsub88
Strongly Agree
Agree
Disagree
Strongly Disagree
69. At this school, first-time violations of alcohol or other drug policies are punished by at least an out-of-school
suspension.
Isafsub89
Strongly Agree
Agree
Disagree
Strongly Disagree
119
How strongly do you agree or disagree with the following statements about this school? Mark One Response
70. This school has programs, resources, and/or policies to prevent substance abuse.
Strongly Agree
Agree
Disagree
Strongly Disagree
71. This school has programs that address substance use among students.
Strongly Agree
Agree
Disagree
Strongly Disagree
Isafsub90
Isafsub91
72. I know what to do if there is an emergency, natural disaster (tornado, flood) or a dangerous situation (e.g., violent
person on campus) during the school day.
Isaferm92
Strongly Agree
Agree
Disagree
Strongly Disagree
73. This school has a written plan that describes procedures to be performed in shootings.
Strongly Agree
Agree
Disagree
Strongly Disagree
Isaferm93
74. This school has a written plan that clearly describes procedures to be performed in natural disasters (e.g.,
earthquakes or tornadoes).
Isaferm94
Strongly Agree
Agree
Disagree
Strongly Disagree
75. This school or school district provides effective training in safety procedures to staff (e.g., lockdown training or
fire drills).
Isaferm95
Strongly Agree
Agree
Disagree
Strongly Disagree
120
How strongly do you agree or disagree with the following statements about this school? Mark One Response
76. This school campus provides a welcoming place for visitors.
Strongly Agree
Agree
Disagree
Strongly Disagree
77. This school looks clean and pleasant.
Strongly Agree
Agree
Disagree
Strongly Disagree
78. This school is an inviting work environment.
Strongly Agree
Agree
Disagree
Strongly Disagree
79. Overcrowding is a problem at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
Ienvpenv96
Ienvpenv97
Ienvpenv98
Ienvpenv99
80. My teaching is hindered by poor heating, cooling, and/or lighting systems at this school.
Ienvpenv100
Strongly Agree
Agree
Disagree
Strongly Disagree
81. My teaching is hindered by a lack of instructional space (e.g., classrooms) at this school.
Ienvpenv101
Strongly Agree
Agree
Disagree
Strongly Disagree
121
How strongly do you agree or disagree with the following statements about this school? Mark One Response
82. My teaching is hindered by a lack of textbooks and basic supplies at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
83. My teaching is hindered by inadequate or outdated equipment or facilities at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
84. The students in my class(es) attend class regularly.
Strongly Agree
Agree
Disagree
Strongly Disagree
Ienvpenv102
Ienvpenv103
Ienvins104
85. The students in my class(es) come to class prepared with the appropriate supplies and books.
Ienvins105
Strongly Agree
Agree
Disagree
Strongly Disagree
86. The students in my class(es) actively participate in class activities.
Strongly Agree
Agree
Disagree
Strongly Disagree
87. Once we start a new program at this school, we follow up to make sure that it's working.
Strongly Agree
Agree
Disagree
Strongly Disagree
Ienvins106
Ienvins107
122
How strongly do you agree or disagree with the following statements about this school? Mark One Response
88. The programs and resources at this school are adequate to support students’ learning.
Strongly Agree
Agree
Disagree
Strongly Disagree
89. Teachers at this school feel responsible to help each other do their best.
Strongly Agree
Agree
Disagree
Strongly Disagree
90. Teachers at this school feel responsible when students at this school fail.
Strongly Agree
Agree
Disagree
Strongly Disagree
91. The curriculum at this school is focused on helping students get ready for college.
Strongly Agree
Agree
Disagree
Strongly Disagree
Ienvins108
Ienvins110
Ienvins112
Ienvins114
92. Teachers at this school feel that it is a part of their job to prepare students to succeed in college.
Ienvins115
Strongly Agree
Agree
Disagree
Strongly Disagree
93. The programs and resources at this school are adequate to support students with special needs or disabilities.
Ienvins116
Strongly Agree
Agree
Disagree
Strongly Disagree
123
How strongly do you agree or disagree with the following statements about this school? Mark One Response
94. Staff at this school promote students’ physical health and nutrition.
Strongly Agree
Agree
Disagree
Strongly Disagree
95. This school provides adequate physical health and nutrition services for students.
Strongly Agree
Agree
Disagree
Strongly Disagree
Ienvphea117
Ienvphea118
96. This school provides the materials, resources, and training necessary for me to support students’ physical health
and nutrition.
Ienvphea119
Strongly Agree
Agree
Disagree
Strongly Disagree
97. This school places a priority on making healthy food choices.
Strongly Agree
Agree
Disagree
Strongly Disagree
98. This school places a priority on students’ health needs.
Strongly Agree
Agree
Disagree
Strongly Disagree
99. This school places a priority on students’ physical activity.
Strongly Agree
Agree
Disagree
Strongly Disagree
Ienvphea120
Ienvphea121
Ienvphea122
124
How strongly do you agree or disagree with the following statements about this school? Mark One Response
100. This school provides quality physical health and nutrition instruction.
Strongly Agree
Agree
Disagree
Strongly Disagree
Ienvphea138
101. This school provides quality counseling or other services to help students with social or emotional needs.
Ienvmen123
Strongly Agree
Agree
Disagree
Strongly Disagree
102. Staff at this school help students develop strategies to understand and control their feelings and behavior.
Ienvmen124
Strongly Agree
Agree
Disagree
Strongly Disagree
103. This school provides the materials, resources, and training necessary for me to support students’ social or
emotional needs.
Ienvmen125
Strongly Agree
Agree
Disagree
Strongly Disagree
104. This school places a priority on addressing students’ mental health needs.
Strongly Agree
Agree
Disagree
Strongly Disagree
105. This school places a priority on social and emotional development.
Strongly Agree
Agree
Disagree
Strongly Disagree
Ienvmen126
Ienvmen127
125
How strongly do you agree or disagree with the following statements about this school? Mark One Response
106. This school places a priority on teaching students strategies to manage their stress levels.
Ienvmen128
Strongly Agree
Agree
Disagree
Strongly Disagree
107. This school places a priority on helping students with their social, emotional, and behavioral problems.
Ienvmen137
Strongly Agree
Agree
Disagree
Strongly Disagree
108. Staff at this school are clearly informed about school policies and procedures.
Strongly Agree
Agree
Disagree
Strongly Disagree
109. Staff at this school recognize students for positive behavior.
Strongly Agree
Agree
Disagree
Strongly Disagree
110. Staff at this school encourage students to think about how their actions affect others.
Strongly Agree
Agree
Disagree
Strongly Disagree
111. Staff at this school assign consequences that help students learn from their behavior.
Strongly Agree
Agree
Disagree
Strongly Disagree
Ienvdis129
Ienvdis130
Ienvdis131
Ienvdis132
126
How strongly do you agree or disagree with the following statements about this school? Mark One Response
112. Staff at this school help students develop strategies to understand and control their feelings and actions.
Ienvdis133
Strongly Agree
Agree
Disagree
Strongly Disagree
113. School rules are applied equally to all students.
Strongly Agree
Agree
Disagree
Strongly Disagree
114. School rules for behavior are strict.
Strongly Agree
Agree
Disagree
Strongly Disagree
115. Discipline is fair.
Strongly Agree
Agree
Disagree
Strongly Disagree
116. This school effectively handles student discipline and behavior problems.
Strongly Agree
Agree
Disagree
Strongly Disagree
117. Staff at this school work together to ensure an orderly environment.
Strongly Agree
Agree
Disagree
Strongly Disagree
Ienvdis134
Ienvdis134b
Ienvdis134c
Ienvdis135
Ienvdis136
127
Appendix F.6
Print SCLS Non-instructional Staff Survey
School Climate Surveys
NON-INSTRUCTIONAL STAFF SURVEY
2014
U.S. Department of Education
National Center for Education Statistics
128
1.
Are you male or female? Mark one response.
Male
Female
2.
Are you of Hispanic or Latino origin? Mark one response.
Yes
No
3.
What is your race? Please check all that apply.
White
Black or African-American
Asian
American Indian or Alaska Native
Native Hawaiian or Pacific Islander
4.
Ndemo142
Ndemo143
Ndemo144
Is your main assignment/responsibility at this school to provide instruction or other support services
to any of these types of students - Special Education, English Language Learners, Gifted and
Talented Education students, and Migrant Education? Mark one response.
Ndemo145
Yes
No
5.
How many years have you been working at this school? Mark one response.
1-3 years
4-9 years
10-19 years
20 or more years
Ndemo146
How strongly do you agree or disagree with the following statements about this school? Mark One Response
6.
At this school, closing the racial/ethnic academic achievement gap is considered a high priority.
Nengclc1
Strongly Agree
Agree
Disagree
Strongly Disagree
129
How strongly do you agree or disagree with the following statements about this school? Mark One Response
7.
At this school, all students are treated equally, regardless of whether their parents are rich or poor.
Nengclc2
Strongly Agree
Agree
Disagree
Strongly Disagree
8.
9.
10.
11.
12.
This school encourages students to take challenging classes no matter their race, ethnicity,
nationality, and/or cultural background (e.g., honor level courses, gifted courses, AP or IB courses).
Nengclc3
Strongly Agree
Agree
Disagree
Strongly Disagree
This school provides instructional materials (e.g., textbooks or handouts) that reflect students’ cultural
background, ethnicity and identity.
Nengclc4
Strongly Agree
Agree
Disagree
Strongly Disagree
This school fosters an appreciation of student diversity and respect for each other.
Strongly Agree
Agree
Disagree
Strongly Disagree
This school emphasizes showing respect for all students’ cultural beliefs and practices.
Strongly Agree
Agree
Disagree
Strongly Disagree
Nengclc5
Nengclc6
This school provides effective resources and training for teaching students with Individualized Education
Programs (IEPs) across different languages and cultures.
Nengclc7
Strongly Agree
Agree
Disagree
Strongly Disagree
130
How strongly do you agree or disagree with the following statements about this school? Mark One Response
13.
This school provides effective supports for students needing alternative modes of communication (e.g.,
manual signs, communication boards, computer-based devices, picture exchange systems, Braille).
Nengclc8
Strongly Agree
Agree
Disagree
Strongly Disagree
14. [Principal Only] Staff at this school regularly give students individualized attention and help.
NPengrel9
Strongly Agree
Agree
Disagree
Strongly Disagree
15. [Principal Only] Staff at this school teach students strategies to manage emotions.
Strongly Agree
Agree
Disagree
Strongly Disagree
NPengrel10
16. [Principal Only] Staff at this school let students know how they should behave when dealing with
each other.
NPengrel11
Strongly Agree
Agree
Disagree
Strongly Disagree
17. [Principal Only] Staff at this school teach positive conflict resolution strategies to students.
NPengrel12
Strongly Agree
Agree
Disagree
Strongly Disagree
18. [Principal Only] Staff at this school ask students for input when establishing rules.
Strongly Agree
Agree
Disagree
Strongly Disagree
NPengrel13
131
How strongly do you agree or disagree with the following statements about this school? Mark One Response
19. [Principal Only] Staff at this school help students see what is the right thing to do and help them
understand it.
NPengrel14
Strongly Agree
Agree
Disagree
Strongly Disagree
20. This school helps parents find community supports for their students who need them.
Strongly Agree
Agree
Disagree
Strongly Disagree
Nengrel16
21. Staff at this school do a good job helping parents to support their children’s learning at home.
Nengrel17
Strongly Agree
Agree
Disagree
Strongly Disagree
22. Staff at this school do a good job helping parents understand when their child needs to learn social
and emotional skills.
Nengrel18
Strongly Agree
Agree
Disagree
Strongly Disagree
23. When a student is having social or emotional challenges, staff at this school work with the family.
Nengrel19
Strongly Agree
Agree
Disagree
Strongly Disagree
24. Staff at this school do a good job showing families how to keep track of their child’s progress.
Nengrel21
Strongly Agree
Agree
Disagree
Strongly Disagree
132
How strongly do you agree or disagree with the following statements about this school? Mark One Response
25. At this school the staff get along well.
Strongly Agree
Agree
Disagree
Strongly Disagree
26. At this school there is a feeling of trust among the staff.
Strongly Agree
Agree
Disagree
Strongly Disagree
27. At this school staff are willing to help each other out.
Strongly Agree
Agree
Disagree
Strongly Disagree
28. At this school the staff respect each other.
Strongly Agree
Agree
Disagree
Strongly Disagree
29. At this school staff care about students.
Strongly Agree
Agree
Disagree
Strongly Disagree
30. At this school students get along well with the staff.
Strongly Agree
Agree
Disagree
Strongly Disagree
Nengrel24
Nengrel25
Nengrel26
Nengrel27
Nengrel29
Nengrel30
133
How strongly do you agree or disagree with the following statements about this school? Mark One Response
31. [Principal Only] Staff at this school give students opportunities to get involved in service projects or
activities.
NPengpar31
Strongly Agree
Agree
Disagree
Strongly Disagree
32. [Principal Only] I ask students about their ideas.
NPengpar32
Strongly Agree
Agree
Disagree
Strongly Disagree
33. Administrators ask staff for input on an ongoing basis.
Strongly Agree
Agree
Disagree
Strongly Disagree
34. Administrators ask staff to be involved in making decisions.
Strongly Agree
Agree
Disagree
Strongly Disagree
35. My level of involvement in decision making at this school is fine with me.
Strongly Agree
Agree
Disagree
Strongly Disagree
Nengpar33
Nengpar34
Nengpar35
36. Staff at this school have many informal opportunities to influence what happens within the school.
Nengpar37
Strongly Agree
Agree
Disagree
Strongly Disagree
134
How strongly do you agree or disagree with the following statements about this school? Mark One Response
37. At this school, students are given the opportunity to take part in decision making.
Strongly Agree
Agree
Disagree
Strongly Disagree
38. Students at this school are encouraged to help solve problems at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
39. This school’s administration invites students to share their ideas about the school.
Strongly Agree
Agree
Disagree
Strongly Disagree
40. Staff at this school make it easy for students to suggest activities.
Strongly Agree
Agree
Disagree
Strongly Disagree
Nengpar38
Nengpar39
Nengpar41
Nengpar43
41. This school provides students with opportunities to take a lead role in organizing programs and
activities.
Nengpar44
Strongly Agree
Agree
Disagree
Strongly Disagree
42. Students are encouraged to get involved in extra-curricular activities.
Strongly Agree
Agree
Disagree
Strongly Disagree
Nengpar47
135
How strongly do you agree or disagree with the following statements about this school? Mark One Response
43. This school is an emotionally safe place for students.
Strongly Agree
Agree
Disagree
Strongly Disagree
44. Students get along well with each other.
Strongly Agree
Agree
Disagree
Strongly Disagree
45. This school is an emotionally safe place for staff.
Strongly Agree
Agree
Disagree
Strongly Disagree
46. I feel like I belong.
Strongly Agree
Agree
Disagree
Strongly Disagree
47. I feel satisfied with the recognition I get for doing a good job.
Strongly Agree
Agree
Disagree
Strongly Disagree
48. I feel comfortable discussing feelings, worries, and frustrations with my supervisor.
Strongly Agree
Agree
Disagree
Strongly Disagree
Nsafemo48
Nsafemo49
Nsafemo50
Nsafemo51
Nsafemo52
Nsafemo53
136
How strongly do you agree or disagree with the following statements about this school? Mark One Response
49. This school inspires me to do the very best at my job.
Strongly Agree
Agree
Disagree
Strongly Disagree
50. People at this school care about me as a person.
Strongly Agree
Agree
Disagree
Strongly Disagree
51. I can effectively work with defiant or disruptive students.
Strongly Agree
Agree
Disagree
Strongly Disagree
52. I can manage almost any student behavior problem.
Strongly Agree
Agree
Disagree
Strongly Disagree
53. I feel safe at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
Nsafemo54
Nsafemo55
Nsafemo147
Nsafemo148
Nsafpsaf56
54. The following types of problems occur at this school often: Physical conflicts among students.
Nsafpsaf57
Strongly Agree
Agree
Disagree
Strongly Disagree
137
How strongly do you agree or disagree with the following statements about this school? Mark One Response
55. The following types of problems occur at this school often: robbery or theft.
Strongly Agree
Agree
Disagree
Strongly Disagree
56. The following types of problems occur at this school often: vandalism.
Strongly Agree
Agree
Disagree
Strongly Disagree
Nsafpsaf58
Nsafpsaf59
57. The following types of problems occur at this school often: the sale of drugs on the way to or from
school or on school grounds.
Nsafpsaf60
Strongly Agree
Agree
Disagree
Strongly Disagree
58. The following types of problems occur at this school often: student possession of weapons.
Nsafpsaf61
Strongly Agree
Agree
Disagree
Strongly Disagree
59. The following types of problems occur at this school often: student gang activities.
Strongly Agree
Agree
Disagree
Strongly Disagree
60. The following types of problems occur at this school often: physical abuse of teachers.
Strongly Agree
Agree
Disagree
Strongly Disagree
Nsafpsaf62
Nsafpsaf63
138
How strongly do you agree or disagree with the following statements about this school? Mark One Response
61. The following types of problems occur at this school often: student verbal abuse of teachers.
Nsafpsaf64
Strongly Agree
Agree
Disagree
Strongly Disagree
This question is about bullying. Bullying happens when one or more students tease, threaten, spread rumors
about, hit, shove or hurt another student. It is not bullying when students of about the same strength or power
argue or fight or tease each other in a friendly way. Bullies are usually stronger, or have more friends or more
money, or some other power over the student being bullied. Usually, bullying happens over and over, or the
student being bullied thinks it might happen over and over.
62. I think that bullying is a frequent problem at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
Nsafbul65
This question is about cyberbullying. Cyberbullying is bullying that takes place using electronic technology.
Examples of cyberbullying include mean text messages or emails, rumors sent by email or posted on social
networking sites, and embarrassing pictures, videos, websites, or fake profiles.
63. I think that cyberbullying is a frequent problem among students at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
Nsafbul66
64. I think that racial/ethnic tension or discrimination among students is a frequent problem at this school.
Nsafbul67
Strongly Agree
Agree
Disagree
Strongly Disagree
139
How strongly do you agree or disagree with the following statements about this school? Mark One Response
65. Students at this school would feel comfortable reporting a bullying incident to staff.
Strongly Agree
Agree
Disagree
Strongly Disagree
66. Staff at this school communicate to students that bullying is unacceptable.
Strongly Agree
Agree
Disagree
Strongly Disagree
67. Staff at this school always stop bullying when they see it.
Strongly Agree
Agree
Disagree
Strongly Disagree
68. Staff at this school know what to say or do to intervene in a bullying situation.
Strongly Agree
Agree
Disagree
Strongly Disagree
69. This school provides bullying prevention.
Strongly Agree
Agree
Disagree
Strongly Disagree
70. Staff at this school are teased or picked on about their race or ethnicity.
Strongly Agree
Agree
Disagree
Strongly Disagree
Nsafbul68
Nsafbul69
Nsafbul70
Nsafbul71
Nsafbul72
Nsafbul76
140
How strongly do you agree or disagree with the following statements about this school? Mark One Response
71. Staff at this school are teased or picked on about their cultural background or religion.
Strongly Agree
Agree
Disagree
Strongly Disagree
72. Staff at this school are teased or picked on about their physical or mental disability.
Strongly Agree
Agree
Disagree
Strongly Disagree
73. Staff at this school are teased or picked on about their sexuality.
Strongly Agree
Agree
Disagree
Strongly Disagree
Nsafbul77
Nsafbul78
Nsafbul79
How much of a problem are the following at this school? Mark One Response
Drugs means any substance, including those used to get “high” or increase performance in school or sports,
other than alcohol or tobacco. Examples include marijuana, illegal drugs, inhalants, synthetic drugs used to
get high (K-2, bath salts, white lightning), or over-the-counter medicine. This does not include medications
prescribed by doctor or nurse for the person, but includes prescription drugs that are NOT prescribed to the
person by his/her doctor.
74. At this school, how much of a problem is student drug use?
Nsafsub80
Not a Problem
Small Problem
Somewhat a Problem
Large Problem
75. At this school, how much of a problem is student use of electronic cigarettes?
Not a Problem
Small Problem
Somewhat a Problem
Large Problem
Nsafsub81b
141
How much of a problem are the following at this school? Mark One Response
76. At this school, how much of a problem is student use of tobacco (e.g., cigarettes, chew, cigars)?
Nsafsub81
Not a Problem
Small Problem
Somewhat a Problem
Large Problem
“Alcohol” means a full or part of a drink of alcohol. Examples include beer, wine, mixed drink, shot of liquor, or
any combination of these alcoholic drinks. This does not include alcohol that you may drink for religious
purposes.
77. At this school, how much of a problem is student alcohol use?
Nsafsub82
Not a Problem
Small Problem
Somewhat a Problem
Large Problem
How strongly do you agree or disagree with the following statements about this school? Mark One Response
78. This school collaborates well with community organizations to help address youth substance use
problems.
Nsafsub83
Strongly Agree
Agree
Disagree
Strongly Disagree
79. This school has adequate resources to address substance use prevention.
Nsafsub84
Strongly Agree
Agree
Disagree
Strongly Disagree
80. This school provides effective confidential support and referral services for students needing help
because of substance abuse(e.g., a Student Assistance Program).
Nsafsub85
Strongly Agree
Agree
Disagree
Strongly Disagree
142
How strongly do you agree or disagree with the following statements about this school? Mark One Response
81. At this school, first-time violations of alcohol or other drug policies are punished by at least an outof-school suspension.
Nsafsub86
Strongly Agree
Agree
Disagree
Strongly Disagree
82. This school has programs, resources, and/or policies to prevent substance abuse.
Strongly Agree
Agree
Disagree
Strongly Disagree
Nsafsub87
83. This school has programs that address substance use among students.
Nsafsub88
Strongly Agree
Agree
Disagree
Strongly Disagree
84. I know what to do if there is an emergency, natural disaster (tornado, flood) or a dangerous situation
(e.g., violent person on campus) during the school day.
Nsaferm89
Strongly Agree
Agree
Disagree
Strongly Disagree
85. This school has a written plan that describes procedures to be performed in shootings.
Strongly Agree
Agree
Disagree
Strongly Disagree
Nsaferm90
86. This school has a written plan that clearly describes procedures to be performed in natural disasters
(e.g., earthquakes or tornadoes).
Nsaferm91
Strongly Agree
Agree
Disagree
143
Strongly Disagree
How strongly do you agree or disagree with the following statements about this school? Mark One Response
87. This school or school district provides effective training in safety procedures to staff (e.g., lockdown
training or fire drills).
Nsaferm92
Strongly Agree
Agree
Disagree
Strongly Disagree
88. [Principal Only] This school notifies parents in case of a school-wide emergency.
Strongly Agree
Agree
Disagree
Strongly Disagree
NPsaferm93
89. [Principal Only] This school provides a structured anonymous threat reporting system (e.g., online
submission, telephone hotline, or written submission via drop box).
NPsaferm94
Strongly Agree
Agree
Disagree
Strongly Disagree
90. [Principal Only] This school has communication plans with relevant agencies and services (e.g., local
police and fire departments, or community organizations).
NPsaferm95
Strongly Agree
Agree
Disagree
Strongly Disagree
91. Overcrowding is a problem at this school.
Nenvpenv96
Strongly Agree
Agree
Disagree
Strongly Disagree
92. My work is hindered by poor heating, cooling, and/or lighting systems at this school.
Strongly Agree
Agree
Disagree
Nenvpenv97
144
Strongly Disagree
How strongly do you agree or disagree with the following statements about this school? Mark One Response
93. My work is hindered by insufficient workspace at this school.
Nenvpenv98
Strongly Agree
Agree
Disagree
Strongly Disagree
94. My work is hindered by a lack of materials and basic supplies at this school.
Nenvpenv99
Strongly Agree
Agree
Disagree
Strongly Disagree
95. My work is hindered by inadequate or outdated equipment or facilities at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
Nenvpenv100
96. This school campus provides a welcoming place for visitors.
Nenvpenv101
Strongly Agree
Agree
Disagree
Strongly Disagree
97. This school looks clean and pleasant.
Strongly Agree
Agree
Disagree
Strongly Disagree
98. This school is an inviting work environment.
Strongly Agree
Agree
Disagree
Strongly Disagree
Nenvpenv102
Nenvpenv103
145
How strongly do you agree or disagree with the following statements about this school? Mark One Response
99. My workspace at this school is comfortable.
Nenvpenv104
Strongly Agree
Agree
Disagree
Strongly Disagree
100. [Principal Only] This school’s facilities are adequate for meeting the needs of the children at this
school.
NPenvpenv105
Strongly Agree
Agree
Disagree
Strongly Disagree
101. [Principal Only] The following are a problem in the neighborhood where this school is located:
garbage, litter, or broken glass in the street or road, on the sidewalks, or in yards.
NPenvpenv106
Strongly Agree
Agree
Disagree
Strongly Disagree
102. Once we start a new program at this school, we follow up to make sure that it’s working.
Nenvins107
Strongly Agree
Agree
Disagree
Strongly Disagree
103. We have so many different programs at this school that I can't keep track of them all.
Strongly Agree
Agree
Disagree
Strongly Disagree
Nenvins108
104. Staff at this school feel responsible to help each other do their best.
Nenvins109
Strongly Agree
Agree
146
Disagree
Strongly Disagree
How strongly do you agree or disagree with the following statements about this school? Mark One Response
105. Staff at this school feel responsible when students at this school fail.
Nenvins110
Strongly Agree
Agree
Disagree
Strongly Disagree
106. The programs and resources at this school are adequate to support students with special needs or
disabilities.
Nenvins111
Strongly Agree
Agree
Disagree
Strongly Disagree
107. Staff at this school feel that it is a part of their job to prepare students to succeed in college.
Nenvins140
Strongly Agree
Agree
Disagree
Strongly Disagree
108. Staff at this school expect students to do their best all the time.
Nenvins141
Strongly Agree
Agree
Disagree
Strongly Disagree
109. [Principal Only] Poor student attendance is a problem at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
Npenvins112
110. [Principal Only] This school has a formal process to obtain parental input on policies related to
curriculum and instructional programs.
Npenvins113
Strongly Agree
Agree
147
Disagree
Strongly Disagree
How strongly do you agree or disagree with the following statements about this school? Mark One Response
111. Staff at this school promote students’ physical health and nutrition.
Strongly Agree
Agree
Disagree
Strongly Disagree
Nenvphea114
112. This school provides the materials, resources, and training necessary for me to support students’
physical health and nutrition.
Nenvphea115
Strongly Agree
Agree
Disagree
Strongly Disagree
113. This school places a priority on making healthy food choices.
Strongly Agree
Agree
Disagree
Strongly Disagree
114. This school places a priority on students’ health needs.
Strongly Agree
Agree
Disagree
Strongly Disagree
115. This school places a priority on students’ physical activity.
Strongly Agree
Agree
Disagree
Strongly Disagree
116. [Principal Only] Poor student nutrition is a problem at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
Nenvphea117
Nenvphea118
Nenvphea119
NPenvphea120
148
How strongly do you agree or disagree with the following statements about this school? Mark One Response
117. [Principal Only] Lack of student physical activity is a problem at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
118. This school places a priority on addressing students’ mental health needs.
Strongly Agree
Agree
Disagree
Strongly Disagree
119. This school places a priority on social and emotional development.
Strongly Agree
Agree
Disagree
Strongly Disagree
NPenvphea121
Nenvmen122
Nenvmen123
120. Staff at this school help students develop strategies to understand and control their feelings and
behavior.
Nenvmen124
Strongly Agree
Agree
Disagree
Strongly Disagree
121. This school places a priority on teaching students strategies to manage their stress levels. Nenvmen125
Strongly Agree
Agree
Disagree
Strongly Disagree
122. This school provides the materials, resources, and training necessary for me to support students’ social
or emotional needs.
Nenvmen126
Strongly Agree
Agree
Disagree
Strongly Disagree
149
How strongly do you agree or disagree with the following statements about this school? Mark One Response
123. This school provides quality counseling or other services to help students with social or emotional
needs.
Nenvmen127
Strongly Agree
Agree
Disagree
Strongly Disagree
124. [Principal Only] Student depression or other mental health problems are a problem at this school.
NPenvmen128
Strongly Agree
Agree
Disagree
Strongly Disagree
125. [Principal Only] Lack of student social-emotional skills is a problem at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
126. Staff at this school are clearly informed about school policies and procedures.
Strongly Agree
Agree
Disagree
Strongly Disagree
127. Staff at this school recognize students for positive behavior.
Strongly Agree
Agree
Disagree
Strongly Disagree
128. Staff at this school encourage students to think about how their actions affect others.
Strongly Agree
Agree
Disagree
Strongly Disagree
NPenvmen129
Nenvdis130
Nenvdis131
Nenvdis132
150
How strongly do you agree or disagree with the following statements about this school? Mark One Response
129. Staff at this school assign consequences that help students learn from their behavior.
Strongly Agree
Agree
Disagree
Strongly Disagree
130. School rules are applied equally to all students.
Strongly Agree
Agree
Disagree
Strongly Disagree
131. School rules for behavior are strict.
Strongly Agree
Agree
Disagree
Strongly Disagree
132. Discipline is fair.
Strongly Agree
Agree
Disagree
Strongly Disagree
Nenvdis133
Nenvdis134
Nenvdis134b
Nenvdis134c
133. Staff at this school help students develop strategies to understand and control their feelings and actions.
Nenvdis135
Strongly Agree
Agree
Disagree
Strongly Disagree
134. This school effectively handles student discipline and behavior problems.
Strongly Agree
Agree
Disagree
Strongly Disagree
Nenvdis136
151
How strongly do you agree or disagree with the following statements about this school? Mark One Response
135. Staff at this school work together to ensure an orderly environment.
Strongly Agree
Agree
Disagree
Strongly Disagree
136. [Principal Only] Order and discipline are maintained satisfactorily at this school.
Strongly Agree
Agree
Disagree
Strongly Disagree
Nenvdis137
NPenvdis138
137. [Principal Only] This school has a formal process to obtain parental input on policies related to school
crime and discipline.
NPenvdis139
Strongly Agree
Agree
Disagree
Strongly Disagree
152
Appendix G
SCLS Research Base
Appendix G.1 – SCLS Research Base (content)
Appendix G.2 – SCLS Research Base (references)
153
Appendix G.1
SCLS Research Base (content)
Three domains – Engagement, Safety and Environment, and their associated topical areas
that form the SCLS model of school climate (Figure 1). Each of these domains and topical
areas are measured in each of the four survey instruments. Some of these domains and
topical areas are closely related to one another and include similar concepts—SCLS takes a
panoramic approach in order to fully map the composition and influences of a school’s
climate. The remainder of this section provides a brief description of each domain and
topical area and demonstrates its connection to the broader construct of school climate.
Figure 1. SCLS Model of School Climate
Domain:
Engagement
Domain:
Safety
Domain:
Environment
Topics:
Topics:
Topics:
Cultural and linguistic
competence
Emotional safety
Physical environment
Physical safety
Instructional
environment
Relationships
Bullying/
cyberbullying
Substance abuse
School participation
Emergency readiness/
management
Physical health
Mental health
Discipline
Engagement
Engagement includes several components of “school connectedness,” such as the amount
of effort students expend in the work of learning, their sense of belonging, and their
emotional involvement with the school (Marks 2000). The amount of effort students
devote to schoolwork is critical to their academic success because grades encapsulate not
just mastery of content, but also labor invested (e.g., homework assignments, class
participation, and extra-credit assignments) (Willingham, Pollock, and Lewis 2002). The
rapport built between students and the important people in their lives at school establishes
an important foundation for students’ perceptions of academia. As Blum (2005b, p. 4)
observed, “people connect with people before they connect with institutions”—thus,
positive relationships with instructors can contribute significantly to how much students
value instruction. Data from the National Education Longitudinal Study of 1988
(NELS:88) also lend significant credence to the power of teacher-student relationships:
they show that positive student beliefs about how much their teachers support their efforts
154
to succeed in school are related to a reduction in the probability of students dropping out
(Croninger and Lee 2001).
In the SCLS, engagement constitutes three topical areas: cultural and linguistic
competence, relationships, and participation.
Cultural and Linguistic Competence
Cultural and linguistic competence involves the degree to which students and families
from diverse backgrounds feel welcome and connected to their school. When teachers seek
to engage in unbiased instruction and to learn about their students, they can better respond
to their students’ needs (Gay 2010; Richards, Brown, and Forde 2004; Villegas and Lucas
2002). Ruus et al. (2007) found that the school value system and students’ perceptions of
teacher attitudes were significantly associated with students’ optimistic acceptance of life,
psychological and physical well-being, and academic success.
Relationships
Positive relationships between students, adults, and peers are characterized by affirmative
social interactions, leading to a nurturing environment of trust and support. When coupled
with a consistent emphasis on academic performance, a strong sense of support and school
community has been positively associated with improved academic achievement (Lee et al.
1990). The quality of relationships is also important to faculty job satisfaction. A
qualitative study by Hargreaves (2000) found that teachers cite their relationships with
their students as one of the most important aspects of their work. In addition, teachers say
that their job satisfaction is also contingent on their relationships with parents (Shann
1998).
School Participation
Participation encompasses all of students’ efforts in the school context, ranging from class
participation to extracurricular activities. Parents and staff also participate in school in
various ways, such as through collective decision making and student instruction. Strong
interconnectedness between staff, students, families, and school—as demonstrated by
student participation in self-directed or cooperative activities—can contribute to a positive
climate (Cohen 2006; Cohen et al. 2009). Meaningful participation at school cultivates
students’ self-efficacy, decision-making and leadership skills, and personal talents and
strengths (Jennings 2003; Holland and Andre 1987).
Safety
Emotional and physical safety are fundamental characteristics of high-quality schools; in
these schools, students feel a sense of belonging and are free to focus on learning (Dwyer
and Osher 2000). Conversely, unsafe schools are associated with student and teacher
victimization, increased truancy, lower levels of school attachment, decreased graduation
rates, and increased disciplinary problems (Arseneault et al. 2006; Astor, Guerra, and Van
Acker 2010; Bowen and Bowen 1999; Chen 2007; Henrich et al. 2004; Juvonen, Nishina,
and Graham 2000; Neild, Furstenberg Jr., and Stoner-Eby 2002; Mayer and Furlong 2010).
Current research also suggests that the perception of physical and emotional safety is
directly related to academic achievement (Glew et al. 2005; Osher and Kendziora 2010;
Ripski and Gregory 2009). The positive effects of safe schools influence school staff as
155
well. Gregory and colleagues found that cumulative daily stress—forged by disrespectful
behavior and obscene remarks from students—has serious implications on teachers’ mental
health (Gregory, Cornell, and Fan 2012); such abuse is directly linked to, and may be an
important cause of, their premature retirement (Bauer et al. 2006).
In the SCLS, the safety domain includes five topics: emotional safety, physical safety,
bullying, substance abuse, and emergency readiness and management.
Emotional Safety
Emotional safety is the actual and perceived experience of feeling safe to express emotions
and the confidence to take appropriate academic risks (Blum 2005a; Osher and Kendziora
2010). This aspect of safety contributes to a school’s climate of mutual respect, trust, and
equitable treatment among all members of the school community. Perceptions of respect,
trust, and fairness are linked with school interconnectedness (i.e., a sense of community)
(Blum 2005a; Resnick et al. 1997; Chapman et al. 2011). The experience of
interconnectedness bonds students to schools, enhances well-being, and reduces risky and
antisocial behavior (Battistich and Hom 1997; Frey et al. 2009; Libbey, Ireland, and
Resnick 2002; McGraw et al. 2008).
Physical Safety
Physical safety is predicated on protecting students from being victims of or witnesses to
violence. There is a long history of research on the importance of safety to individuals’
social and emotional growth, including Abraham Maslow’s (1954) hierarchy of needs,
wherein safety and security are ranked second only to basic physiological needs. In order
for students to focus on and learn about abstract concepts, they must be free from worry
about their physical safety. In schools where students reported higher levels of safety, a
higher percentage of students passed standardized tests, even after controlling for free- or
reduced-price lunch status (Milam, Furr-Holden, and Leaf 2010).
Bullying
Bullying constitutes unwanted and aggressive actions directed from one person to another;
the definition of bullying also involves a real or perceived power imbalance between the
two parties, with the actions being repeated or having the potential to be repeated (Olweus
1997). Cyber-bullying is a recent permutation, wherein electronic devices—such as cell
phones, computers, and tablets—are used to target the victim. Bullying undermines
perceptions of safety (Sampson 2009, p. 1), and student-student and student-teacher
relationships (Swearer et al. 2010), making it an important factor in fostering a positive
school climate (Cohen and Freiberg 2013; Thapa et al. 2013).
Substance Abuse
Substance abuse is a harmful pattern of using substances such as alcohol, tobacco, illicit
drugs, or prescription drugs. This behavior carries the risk of directly causing or
aggravating physical and mental health issues, impeding the cognitive growth necessary
for academic success, and fomenting substance dependence. According to the National
Center on Addiction and Substance Abuse (2001), “it is estimated that each year substance
abuse costs schools at least $41 billion in truancy, special education, and disciplinary
problems; disruption; teacher turnover; and property damage.”8
8
This is equivalent to $54.2 billion in 2014 dollars.
156
Emergency Readiness and Management
Emergency readiness entails a school’s preparedness to respond to a crisis or to an
emergency such as a natural disaster, a violent incident, or an act of terrorism (National
Child Traumatic Stress Network 2013). According to the U.S. Department of Education
(2013), emergency readiness includes prevention, protection, mitigation, response, and
recovery. Fostering a positive school climate can help prevent emergencies—because it
can reduce the incidence of behaviors that contribute to crises (e.g., violence, bullying,
harassment, substance abuse)—and help students respond to and recover from emergencies
(U.S. Department of Education 2013). Additionally, Cornell and colleagues found that
having a threat assessment program was associated with having a more positive and
supportive school climate (Cornell et al. 2009).
Environment
Positive school environments are characterized by appropriate and well-maintained
facilities; well-managed classrooms with high levels of engagement, rigor, productivity,
and inclusion; a range of available school-based health supports; clear, fair disciplinary
policies; and explicit policies and procedures governing various school practices (Hamre
and Pianta 2005; Welsh 2001). In addition to the resources and beneficial normative
experiences provided to students through support staff, positive school environments also
afford faculty varied and diverse opportunities to meet students’ physical and mental health
needs during the regular and extended school day (Hoagwood and Erwin 1997; Physical
Activity Guidelines Advisory Committee 2008; Stevens et al. 2008; Telford et al. 2012). A
significant body of research suggests that different characteristics of the school
environment (including elements of order, facilities, school rules, and discipline) influence
student, adult, and school outcomes, both directly and indirectly (Buckley, Schneider, and
Shang 2005; Gottfredson et al. 2005; LeBlanc et al. 2007; Lo et al. 2011; Payne 2008;
Payne, Gottfredson, and Gottfredson 2003; Planty and DeVoe 2005; Roque and
Paternoster 2011; Tillyer, Wilcox, and Gialopsos 2010; Wang and Dishion 2011).
In the SCLS, the environment domain consists of five topical areas: physical environment,
instructional environment, physical health, mental health, and discipline.
Physical Environment
A school’s physical environment encompasses the physical appearance and functioning of
the building, including lighting (artificial and natural), thermal comfort, air quality and
ventilation, acoustics and noise control, size and configuration of rooms, permanent versus
portable rooms, safety measures (cameras, signage, metal detectors, etc.), location, and
neighborhood surrounding it (Earthman 2004; National School Boards Association 1996;
O’Sullivan 2006; Planty and DeVoe 2005; Schneider 2002). The condition of school
facilities is highly correlated with teacher retention (Buckley, Schneider, and Shang 2005),
as well as student health and academic achievement (Earthman and Lemasters 2011; Uline
and Tschannen-Moran 2008). Studies show that children are more susceptible to
environmental disease than are adults, increasing the importance of maintaining clean
facilities (Jasper, Thanh-Tam, and Bartram 2012).
Instructional Environment
157
The instructional environment refers to the interconnectedness of the academic, social, and
emotional aspects of learning as they relate to student achievement (Bronfenbrenner 1979;
Ma et al. 2009), including such things as the quality of instruction, the quality and
availability of materials and resources, the level of expectations for academic achievement,
a shared sense of responsibility, student engagement and connection with the curriculum,
positive classroom management strategies, and a focus on building strong teacher-student
relationships (Ladson-Billings 1995; Cohen 2006). Extensive research by the Organization
for Economic Cooperation and Development (OECD) and others has linked positive
instructional environments to higher student test scores and graduation rates, higher
reading scores, and lower dropout rates (Haahr et al. 2005; Organization for Economic
Cooperation and Development 2009).
Physical Health
In the SCLS, physical health refers to the physical well-being of a school community and
its members. Poor health obstructs children’s education by driving excessive absenteeism,
impeding completion of homework, and inhibiting teacher-student relationship growth
(Needham, Crosnoe, and Muller 2004). Given the amount of time that students spend on
school grounds, school health programs have the potential to be one of the most efficient
means to prevent or reduce health risk behaviors and serious health problems among
students (Centers for Disease Control 2011).
Mental Health
Mental health is more than just being psychologically well; it includes emotional and
social well-being and is affected by many different factors (mentalhealth.gov). Mentally
healthy students attend school ready to learn, are actively engaged in school activities,
form supportive and caring relationships with adults and peers, apply problem-solving
skills in a nonaggressive manner, and contribute to positive school culture (Freeman 2011;
National Research Council and Institute of Medicine 2009).
Discipline
School discipline is defined as the rules and strategies applied in school to manage student
behavior and the practices used to encourage self-discipline (Osher et al. 2010).
Approaches to school discipline range from positive (e.g., improvements in school climate
and the use of restorative justice practices) to punitive (e.g., suspension, expulsion, and
corporal punishment) (Gottfredson et al. 2005; Mayer 1995; Skiba et al. 2011). Emerging
research supports focusing on the former more than the latter, because punitive school
discipline has not been shown to improve student behavior or academic achievement
(Fabelo et al. 2011; Rebora 2013; Shah 2011). Schoolwide positive approaches have been
associated with reduced disciplinary referrals and improvements in student academic
achievement (Lassen, Steele, and Sailor 2006). Using positive approaches when discipline
issues arise is hypothesized to reconnect students to their peers and teachers, improving the
school experience for the community.
158
Appendix G.2
SCLS Research Base (references)
Arseneault, L., Walsh, E., Trzesniewski, K., Newcombe, R., Caspi, A., and Moffitt, T.E.
(2006). Bullying Victimization Uniquely Contributes to Adjustment Problems in
Young Children: A Nationally Representative Cohort Study. Pediatrics, 118(1):
130–138.
Astor, R.A., Guerra, N., and Van Acker, R. (2010). How Can We Improve School Safety
Research? Educational Researcher, 39(1): 69–78.
Bandura, A. (2001). Social Cognitive Theory: An Agentic Perspective. Annual Review of
Psychology, 52(1): 1–26.
Bandura, A. (2007). Much Ado Over a Faulty Conception of Perceived Self-Efficacy
Grounded in Faulty Experimentation. Journal of Social and Clinical Psychology,
26(6): 641–658.
Battistich, V., and Hom, A. (1997). The Relationship Between Students’ Sense of Their
School as a Community and Their Involvement in Problem Behaviors. American
Journal of Public Health, 87(12): 1997–2001.
Bauer, J., Stamm, A., Virnich, K., Wissing, K., Müller, U., Wirsching, M., and
Schaarschmidt, U. (2006). Correlation between burnout syndrome and
psychological and psychosomatic symptoms among teachers. International
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Technical Guide for Survey Administrators
Table of Contents
SCLS Platform Installation ............................................................................. 1
Installation......................................................................................................... 1
Configuration.................................................................................................... 1
SCLS Administration ....................................................................................... 2
Set-up Wizard ................................................................................................... 4
Step 1: Enter Education Agency Information ................................................. 4
Step 2: Create Data Collection.......................................................................... 5
Step 3: Generate Usernames............................................................................. 6
Dashboard......................................................................................................... 9
Education Agency ...........................................................................................10
Data Collection...............................................................................................11
Respondent Usernames ..................................................................................11
Reports .............................................................................................................20
Survey Results ..................................................................................................28
Informed Consent ...........................................................................................29
1
Section
SCLS TECHNICAL GUIDE
SCLS Platform Installation
This section provides instructions on how to download and configure the SCLS platform package.
Installation
Configuration
1
SCLS TECHNICAL GUIDE
2
Section
SCLS Administration
This section covers how to administer the suite of School Climate Surveys to students, parents, instructional staff,
and noninstructional staff.
I C O N
B U T T O N
K E Y
The icon button key shows the icon buttons used throughout this guide.
Save
Delete
Information
Expand
Collapse
Refresh
Authentication
To log into the data management platform:
1.
Click on the “>> ADMINISTRATOR LOG IN” link from the toolbar on the home page.
Alternatively, enter “sclsadmin” in the “Username” text box and click on the “LOG IN” button.
2.
Enter “sclsadmin” in the “Username” text box.
3.
If you are logging in for the first time, enter the temporary password “2@Password” in the “Password”
text box. Otherwise, enter your password.
2
SCLS TECHNICAL GUIDE
4.
Click on the “LOG IN” button.
To change the password:
1.
Enter a new password in the “New Password” text box.
N O T E
Passwords must be between 8 and 14 characters in length, contain 1 uppercase English character, 1 lowercase
English character, 1 numeric character, and 1 special character.
2.
Enter the same new password in the “Retype New Password” text box.
3.
To reveal the hidden passwords, check the “Show Password” check box.
4.
Click on the “SAVE” button.
To reset the password:
1.
Click on the “>> ADMINISTRATOR LOG IN” link from the toolbar on the home page.
2.
Enter “sclsadmin” in the “Username” text box.
3.
Click on the “Reset Password” link.
4.
An e-mail with a URL to reset the password will be sent to the e-mail address of the survey
administrator that was specified on the Education Agency page. Click on the URL, or copy and
paste the URL to a browser address bar.
5.
Follow the instructions “To change the password” in this guide.
To log out:
1.
Click on the “LOG OUT” link from the toolbar.
N O T E
You will be automatically logged out and redirected to the home page after 10 minutes of inactivity.
3
SCLS TECHNICAL GUIDE
Set-up Wizard
When you log into the data management platform for the first time, the set-up wizard will walk you through the
initial steps:
• Step 1: Enter Education Agency Information
• Step 2: Create Data Collection
•
Step 3: Generate Usernames
N O T E
Instructions that pertain to the set-up wizard only begin with an asterisk (*).
Step 1: Enter Education Agency Information
To enter the education agency information:
1.
Select the level of the education agency from the “Level” drop-down box.
2.
If the education agency is at the state level, select the state from the “State” drop-down box.
At the district level, enter the education agency’s seven digit NCES district ID in the “NCES ID”
text box. If you do not know the ID, click on the “Find Your District ID” link to be redirected to
the NCES Public School District Locator.
At the school level, enter the education agency’s twelve digit NCES school ID in the “NCES ID”
text box. If you do not know the ID, click on the “Find Your School ID” link to be redirected to
the NCES Public School Locator.
N O T E
Once a data collection has been created in the next step of the wizard, the education agency level, and state or
NCES ID cannot be modified.
3.
Under the Education Agency section, the name of the education agency is automatically pre-filled.
To modify the name of the education agency, enter another name in the “Name” text box.
4.
Under the Survey Administrator section, enter the name of the survey administrator in the “Name”
text box.
5.
Enter the e-mail address of the survey administrator in the “E-mail” text box.
4
SCLS TECHNICAL GUIDE
6.
Enter the phone number of the survey administrator in the “Phone” text boxes.
7.
Click on the “NEXT” button to save information about the education agency and continue to Step
2: Create Data Collection.
Step 2: Create Data Collection
To create a new data collection from the top blank row:
1.
Click on the “START DATE” text box/date picker. Then enter the start date of the data collection
or select the start date from the date picker.
N O T E
The start date must be today’s date or later.
2.
Click on the “END DATE” text box/date picker. Then enter the end date of the data collection or
select the end date from the date picker.
N O T E
The end date must be the same day as the start date or later.
3.
Select the respondent group from the “RESPONDENT GROUP” drop-down box. A unique data
collection name is created based on the start date, end date, and respondent group.
4.
Click on the save icon button.
5.
*To continue to Step 3: Generate Usernames, click on the “NEXT” button.
To go back to the first step, click on the “BACK” button or the Step 1: Enter Education Agency
Information image link.
N O T E
Once the data collection has been created, status is marked as “Started” if the start date is today’s date; or “Not
Started” if the start date is after today’s date. The data collection is marked as “Closed” when the end date is
before today’s date.
5
SCLS TECHNICAL GUIDE
To edit a data collection:
1.
Edit the start date and/or end date of the data collection.
2.
Click on the save icon button to save the changes.
To delete a data collection:
1.
Click on the delete icon button of the data collection to be deleted.
N O T E
Once a data collection has been closed or usernames have been generated for the data collection, it cannot be
deleted.
Step 3: Generate Usernames
To generate usernames:
1.
Select the data collection from the “Data Collection” drop-down box.
2.
At the state or district level, check at least one school level to include.
3.
At the state or district level, click on the “SHOW SCHOOLS” button.
4.
The school name, NCES School ID, and school level will be automatically pre-filled.
To edit the school name at the state or district level, enter another name in the “SCHOOL
NAME” text box.
6
SCLS TECHNICAL GUIDE
To change the school level at the state or district level, select another level from the “SCHOOL
LEVEL” drop-down box.
5.
Enter “1” or greater in the “NUMBER OF RESPONDENTS” text box for at least one school.
6.
To navigate between the pages of schools, click on the “Previous” or “Next” links.
7.
Click on the “GENERATE” button to generate and export usernames.
N O T E
Respondent usernames are 7 to 8 characters long, and are made up of lower case letters and numbers. Student
usernames begin with the letter “s”; teachers/noninstructional staff begin with “t”; noninstructional staff begin
with “n”; principals begin with “np”; and parents begin with “p”. One principal username is generated for each
principals/noninstructional data collection.
It may take 10 seconds to generate 500 usernames, and 90 seconds to generate 5,000 usernames. On the
dashboard, the Generated and Exported columns will be marked with check marks once all usernames for the
data collection have been generated and exported. By default, usernames are exported into a single CSV file.
8.
*To continue to the dashboard, click on the “FINISH” button.
To go back to the previous step, click on the “BACK” button or the Step 2: Create Data Collection
image link.
To go back to the first step, click on the Step 1: Enter Education Agency Information image link.
To add a school from the bottom blank row (state and district levels only):
7
SCLS TECHNICAL GUIDE
1.
Enter the NCES school ID into “NCES SCHOOL ID” auto-completer text box. If you do not
know the ID, click on the “Find NCES School ID” link to be redirected to the NCES Public
School Locator.
N O T E
At the state level, the first two digits of the NCES school ID must match the American National Standards
Institute (ANSI) Code of the state education agency. At the district level, the first seven digits of the NCES
school ID must match the NCES ID of the district.
2.
Select a school from the “NCES SCHOOL ID” auto-completer list, or enter another NCES
school ID.
3.
If a school was selected from the “NCES SCHOOL ID” auto-completer list, the school name and
school level will be pre-filled. Otherwise, the school name will be blank and school level will be
unselected.
To edit or specify the school name, enter the name in the “SCHOOL NAME” text box.
To change or specify the school level, select a level from the “SCHOOL LEVEL” drop-down box.
4.
Click on the save icon button.
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To delete a school (state and district levels only):
1.
Click on the delete icon button of the school to be deleted.
Dashboard
Once the set-up wizard has been completed, the dashboard allows administrators to:
• edit information about your education agency and survey administrator;
• edit and create data collections;
• generate, export, and disseminate respondent usernames for data collections that have not closed yet;
• produce real-time survey status reports and survey results reports immediately after each data collection;
• and export and import survey results immediately after each data collection.
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Education Agency
To edit information about your education agency and survey administrator:
1.
In the Education Agency section, click on the “Edit” menu button.
2.
Edit the education agency and/or survey administrator information.
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3.
Click on the “SAVE” button.
Data Collection
To create, edit, and delete a data collection:
1.
In the Data Collection section, click on the “Edit” menu button.
2.
For step-by-step instructions, go to the “Step 2: Create Data Collection” section in this guide.
Respondent Usernames
The Respondent Usernames section provides the status of each data collection that has not closed yet, and tracks
whether usernames have been generated, exported, and disseminated.
To generate usernames:
1.
In the Respondent Usernames section, click on the “Generate” menu button.
Alternatively, click on the “GENERATE” link from the toolbar on any Respondent Usernames page.
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2.
For step-by-step instructions on how to generate usernames, go to the “Step 3: Generate Usernames”
section in this guide.
To export usernames to a CSV file:
1.
Under the Respondent Usernames section, click on the “Export” menu button.
Alternatively, click on the “EXPORT” link from the toolbar on any Respondent Usernames page.
2.
Select the data collection from the “Data Collection” drop-down box.
3.
To generate multiple export files by school, check the “Multiple Files” check box.
4.
Click on the “EXPORT” button.
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To create a CSV e-mail import file using a text editor:
1.
Open the exported usernames CSV file in a text-editor like Notepad or WordPad.
2.
Delete the header row.
3.
Delete the data collection name and school name by using the text editor find and replace function.
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4.
If the export file contains multiple schools, delete those rows.
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5.
After each username, enter “,” and the e-mail address.
6.
When saving the file, enter the file name, followed by “.csv”, and select “All Files” from the “Save as
type” drop-down box.
7.
Click on the “Save” button.
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To create a CSV e-mail import file using Microsoft Excel:
1.
Open the exported usernames CSV file in a Microsoft Excel.
2.
Delete columns A (DATA_COLLECTION) and B (SCHOOL_NAME).
3.
Delete the row 1 (header).
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4.
If the export file contains multiple schools, delete those rows.
5.
Enter the e-mail addresses in column C.
6.
When saving the file, enter the file name and select “CSV (Comma delimited)” from the “Save as type”
drop-down box.
7.
Click on the “Save” button.
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To import a CSV e-mail file:
1.
Under the Respondent Usernames section, click on the “Import E-mails” option from the
“Disseminate” menu.
Alternatively, click on the “IMPORT E-MAILS” option under the “DISSEMINATE” menu from the
toolbar on any Respondent Usernames page.
2.
Select the data collection from the “Data Collection” drop-down box.
3.
At the state and district level, select the school name from the “School Name” drop-down box.
4.
Click on the “Browse…” button to open the File Upload window.
5.
Select the CSV e-mail file to import and click on the “Open” button.
6.
Click on the “IMPORT FILE” button.
To disseminate usernames via e-mail:
1.
Under the Respondent Usernames section, click on the “Import E-mails” option from the
“Disseminate” menu.
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Alternatively, click on the “E-MAIL USERNAMES” option under the “DISSEMINATE” menu from
the toolbar on any Respondent Usernames page. NEED TO UPDATE SCREENSHOT.
2.
Select the data collection from the “Data Collection” drop-down box.
3.
The “Send to new recipients only” check box is checked by default. Uncheck to send e-mails to
recipients who previously received e-mails.
4.
Enter the e-mail subject in the “Subject” text box.
5.
Modify the e-mail message in the “Message” text area, including replacing “Please insert the link to
your survey}”.
6.
Click on the “SEND” button.
N O T E
On the dashboard, the Disseminated column will be marked with a check mark once all usernames for the data
collection have been disseminated via e-mail.
To refresh the data collection table:
1.
Click on the refresh icon button.
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Reports
Once a data collection has started, real-time survey submission rates can be viewed and case dispositions can be
exported. Once a data collection has closed, aggregated survey result reports, including graphical displays of itemlevel frequencies and scale scores (not available during pilot testing), can be viewed and exported.
To view the submission rate report:
1.
Under the Reports section, click on the “Submission Rate” option from the “Survey Status Reports”
menu.
Alternatively, click on the “SUBMISSION RATE” option under the “SURVEY STATUS
REPORTS” menu from the toolbar on any Reports page.
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2.
To show detailed data for all data collections at the state or district level, click on the expand icon
button on the header row.
To show detailed data for a single data collection at the state or district level, click on the expand icon
button for that data collection.
3.
To hide detailed data for all data collections at the state or district level, click on the collapse icon
button on the header row.
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To hide detailed data for a single data collection at the state or district level, click on the collapse icon
button on the header row.
4.
To export the case disposition details, click on a link on the completion rate table, then click on the
“EXCEL”, “CSV”, or “PDF menu option.
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5.
To refresh the report, click on the “REFRESH” button.
To view and export the case disposition report:
1.
Under the Reports section, click on the “Case Disposition” option from the “Survey Status Reports”
menu.
Alternatively, click on the “CASE DISPOSITION” option under the “SURVEY STATUS
REPORTS” menu from the toolbar on any Reports page.
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2.
Click on the data collection from the “Data Collection” drop-down box.
3.
To filter by case disposition status, select a status from the “Status” drop-down box.
4.
To navigate between the pages of cases, click on the “Previous” or “Next” links.
5.
To export the report, click on the “Excel”, “CSV”, or “PDF” option from the “Export” menu.
NEED TO UPDATE SCREENPRINT
To view and export the item frequency report:
1.
Under the Reports section, click on the “Item Frequency” option from the “Survey Results Reports”
menu.
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Alternatively, click on the “ITEM FREQUENCY” option under the “SURVEY RESULTS
REPORTS” menu from the toolbar on any Reports page.
2.
To filter by school, select a school from the “School” drop-down box.
3.
Click on the “GENERATE REPORT” button.
4.
To show detailed data for a topical area, click on the expand icon button.
5.
To show detailed data for all survey items within a topical area, click on the expand icon button on the
header row.
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To show detailed data for a single survey item within a topical area, click on the expand icon button for
the survey item.
6.
To hide detailed data for all survey items within a topical area, click on the expand icon button on the
header row.
NEED TO INCLUDE SCREENPRINT
To hide detailed data for a single survey item within a topical area, click on the expand icon button for
the survey item.
NEED TO INCLUDE SCREENPRINT
7.
To view data for a domain, click on a domain header.
8.
To export the report, click on the “Excel”, “CSV”, or “PDF” option from the “Export” menu.
To view and export the item frequency report:
1.
Under the Reports section, click on the “Scale Score” option from the “Survey Results Reports” menu.
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Alternatively, click on the “SCALE SCORE” option under the “SURVEY RESULTS REPORTS”
menu from the toolbar on any Reports page.
2.
Select the data collection from the “Data Collection” drop-down box.
3.
Select the domain from the “Domain” drop-down box.
4.
Select the topical area from the “Topical Area” drop-down box.
5.
To filter by district at the state level, select the district from the “District” drop-down box.
6.
To filter by school at the state level, select the school from the “School” drop-down box.
7.
To filter by grade, check a “Grade” checkbox.
8.
To filter by gender, select the gender from the “Gender” drop-down-box.
9.
To filter by race/ethnicity, select the race/ethnicity from the “Race/Ethnicity” drop-down-box.
10. Click on the “GENERATE REPORT” button.
11. To export the report, click on the “Excel”, “CSV”, or “PDF” option from the “Export” menu.
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Survey Results
To export survey results to a CSV file:
1.
Under the Survey Results section, click on the “Export” button.
Alternatively, click on the “EXPORT SURVEY RESULTS” link from the toolbar on any Survey
Results page.
2.
Select the data collection from the “Data Collection” drop-down box.
3.
Click on the “EXPORT” button.
To import a CSV survey results file:
1.
Under the Survey Results section, click on the “Import” button.
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Alternatively, click on the “IMPORT SURVEY RESULTS” link from the toolbar on any Survey
Results page.
2.
Select the data collection from the “Data Collection” drop-down box.
3.
Click on the “Browse…” button to open the File Upload window.
4.
Select the CSV survey results file to import and click on the “Open” button.
5.
Click on the “IMPORT” button.
Informed Consent
To edit the informed consent:
1.
Click on the “INFORMED CONSENT” link on the toolbar of the dashboard.
2.
Select the respondent group from the “Respondent Group” drop-down box.
3.
Edit the informed consent language.
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4.
To bold text, highlight the text and click on the bold button.
5.
To italicize text, highlight the text and click on the italicize button.
6.
To underline text, highlight the text and click on the underline button.
7.
To switch between English and Español for student and parent respondent groups, click on the
“English” and “Español” links.
8.
Click on the “SAVE” button.
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| File Type | application/pdf |
| File Modified | 2014-12-12 |
| File Created | 2014-12-10 |