School Pulse Panel 2023-24 Data Collection

February 2024 Survey (revised Jan 2024)

March 2023 Survey (revised Feb 2024)

April 2023 Survey (revised Feb 2024)

School Pulse Panel 2023-24 Data Collection

Mental Health and Well-Being

Traumatic Brain Injuries

Staffing (Upcoming Hiring Cycle)

Transportation

School Preparedness and Safety Procedures

School Pulse Panel 2023-24 Quarter 3 Revision

Appendix C3 SPP 2023-24 - Feb - Apr 2024 Surveys v8

Monthly Collection		Modules
2023	August	Staffing (Summer Hiring Cycle & Challenges)	Internet & Technology	Community Collaboration
	September	After-School Programs	Summer Programs
	October	Staffing (Current Vacancies & Challenges)	Tutoring
	November	School Improvement	Food Services & Supply Chains	Absenteeism
	December	Facilities	Learning Recovery (Planning Time + Parent Engagement)
2024	January	College and Career	World Language Programs	Principal Autonomy	Crime and Safety (Security Officers and Staff Training)
	February	Concerns	Social and Emotional Skills	State Assessment Perceptions
	March	Mental Health	Staffing (Upcoming Hiring Cycle)	Traumatic Brain Injuries
	April	Transportation	School Preparedness and Safety Procedures
	May	Tutoring (Repeat of October – reduced set of items)	Student Behavior
	June	Learning Recovery (Strategies)	Absenteeism	Learning Modes
Italicized modules are planned but subject to change; changes will appear in subsequent 30-day packages.
Counts and Suggestions for Future Items are also asked each month

Concerns

ParCon24. How many parents/guardians, if any, have expressed concerns about the following during the 2023-24 school year?

	I have not heard this concern expressed by parents/guardians	Only one or two parents/guardians have expressed this concern	Several parents/guardians have expressed this concern	Many parents/guardians have expressed this concern
The school’s ability to meet their child’s academic needs
The school’s ability to meet their child’s developmental needs (e.g., speech development, behavioral development)
Threats or acts of violence by other students in the school
Bullying and/or cyberbullying
Their child’s mental health
Reliable transportation to and from school
The availability of extra-curricular activities for their children
The availability of academic assistance and/or enrichment offerings outside of regular school hours (e.g., after-school programs, summer programs)
The availability of academic assistance offerings during regular school hours (e.g., tutoring, pull-out services)
Issues related to staffing shortages (e.g., increased class sizes, disruptions or reductions in student services)
Quality of communication from the school
School curriculum

Confilter. Are you the principal, assistant/vice principal, or some other similar position, at your school?

Yes, principal or similar position
Yes, assistant/vice principal or similar position
No, please specify: ______________________

AdmnCon24. What level of concern do YOU have about the following issues during the 2023-24 school year? {Display if Confilter ≠ No}

	No concern	Slightly concerned	Somewhat concerned	Moderately concerned	Extremely concerned
Students meeting academic standards
Students meeting developmental milestones (e.g., speech development, behavioral development)
Threats or acts of violence by students in the school
Bullying and/or cyberbullying
The mental health of STUDENTS at your school
Reliable transportation to and from school for students
The availability of extra-curricular activities for students
The availability of academic assistance and/or enrichment offerings outside of regular school hours (e.g., after-school programs, summer programs)
The availability of academic assistance offerings during regular school hours (e.g., tutoring, pull-out services)
Issues related to staffing shortages (e.g., increased class sizes, having to do work outside their intended duties)
The mental health of TEACHERS or STAFF at your school
YOUR own mental health
The influence of individuals or groups outside of your school or district on school curriculum

Con24_more. We’d like to learn more about the concerns schools have heard from parents, staff, or that you have had during the 2023-24 school year. In the space below, please share any other information you would like us to know on this topic.

This item is optional.

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Social and Emotional Skills

SEC1. To what extent do you agree or disagree with the following statements related to the development of students’ social and emotional skills at your school:

During the 2023-24 school year…

	Strongly disagree	Somewhat disagree	Neither agree nor disagree	Somewhat agree	Strongly agree	Don’t know
My school provides teachers with the support and resources to integrate students’ social and emotional skills into academic content instruction
Most teachers at my school integrate social and emotional concepts into their academic lesson plans
Most teachers at my school dedicate time for students to practice social and emotional skills
The culture at my school supports the development of students’ social and emotional skills in school
Parents/guardians of our students support the development of students’ social and emotional skills in school
My school’s disciplinary practices reinforce students’ social and emotional skills
We seek input from families about how to best meet their students’ social and emotional needs

SECfc_gate. Does your school use a formal curriculum designed to support the development of student’s social and emotional skills?

Yes
No
Don’t know

SECfc1. To the best of your knowledge, approximately what percentage of teachers at your school have received professional development or training to implement this curriculum? {Display if SECfc_gate = Yes}

_______ percent of teachers

Don’t know

SECfc2. To the best of your knowledge, approximately what percentage of teachers at your school use the same language and practices described by this curriculum to support students’ social and emotional skills? {Display if SECfc1 > 0}

_______ percent of teachers

Don’t know

SECfc3. To the best of your knowledge, approximately what percentage of non-teaching staff at your school have received professional development or training to implement this curriculum? {Display if SECfc_gate = Yes}

Non-teaching staff include positions like school administrators, lunch/recess monitors, bus drivers, etc.

_______ percent of non-teaching staff

Don’t know

SECfc4. To the best of your knowledge, approximately what percentage of non-teaching staff at your school use the same language and practices described by this curriculum to support students’ social and emotional skills? {Display if SECf3 > 0}

Non-teaching staff include positions like school administrators, lunch/recess monitors, bus drivers, etc.

_______ percent of non-teaching staff

Don’t know

SECfc5. How effective has your school’s social and emotional competencies curriculum been at improving student outcomes? {Display if SECfc_gate = Yes}

Not at all effective
Slightly effective
Moderately effective
Very effective
Extremely effective
Don’t know

SECfc6. What barriers, if any, has your school experienced in implementing its social and emotional skills curriculum? {Display if SECfc_gate = Yes}

Curriculum is too burdensome for teachers to implement completely
Time limitations
Lack of teacher support for the curriculum
Lack of materials and resources
Lack of funding
Lack of parental/guardian support for the curriculum
Lack of district-level support for the curriculum
Other, please specify: __________
We have not experienced any barriers implementing our social and emotional competencies curriculum
Don’t know

SECfc7. What barriers have prevented your school from implementing a formal curriculum designed to support the development of students’ social and emotional skills? {Display if SECfc_gate = No}

Implementing a formal curriculum is not a priority for our school
Restrictions on what can be included in our curriculum
Time limitations
Lack of teacher support for the curriculum
Lack of materials and resources
Lack of funding
Lack of parental/guardian support for the curriculum
Lack of district-level support for the curriculum
Other, please specify: __________
Don’t know

SEC_more. We’d like to learn more about schools’ social and emotional learning practices during the 2023-24 school year. In the space below, please share any other information you would like us to know on this topic.

This item is optional.

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State Assessment Perceptions

SA_math. Does your school participate in state-mandated testing for mathematics?

SA1. To what extent do you agree or disagree with the following statements related to the main state-mandated mathematics test that your students will be given during the 2023-24 school year? {Display if SA_math = Yes}

SA2. What impact, if any, do you think the COVID-19 pandemic and its lingering effects will have on your students’ performance on state-mandated mathematics testing this school year? {Display if SA_math = Yes}

No negative impact
Small negative impact
Moderate negative impact
Large negative impact
Don’t know

SA_ELA. Does your school participate in state-mandated testing for English language arts (ELA) and literacy?

SA3. To what extent do you agree or disagree with the following statements related to the main state-mandated ELA/literacy test that your students will be given during the 2023-24 school year? {Display if SA_ELA = Yes}

SA4. What impact, if any, do you think the COVID-19 pandemic and its lingering effects will have on your students’ performance on state-mandated ELA/literacy testing this school year? {Display if SA_ELA = Yes}

No negative impact
Small negative impact
Moderate negative impact
Large negative impact
Don’t know

SA_more. We’d like to learn more about schools’ experiences with state assessments. In the space below, please share any other information you would like us to know on this topic. {Display if SA_math OR SA_ELA = Yes}

This item is optional.

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Counts

TEACHER0 5-1. Please enter an approximate total teacher count for your school as of today.

Please enter the number of teachers, including full-time and part-time teachers.

________ total number of teachers

STAFF0 5-2. Please enter an approximate total non-teacher staff count for your school as of today.

Please enter the number of non-teaching staff, including full-time and part-time non-teachers.

________ total number of non-teaching staff

ENROLLMENT0 5-3. As of today, please enter your total student enrollment count.

Please enter the number of students.

________ total number of students

Suggestions for Future Items

FutCont 7-1. We want to ensure we are continuing to collect information on topics that are relevant to the day-to-day functioning of U.S. public schools during the 2023-24 school year and beyond. In the space below, please share any other topics you believe are important for us to know as we continue this monthly survey collection.

This item is optional.

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The following items focus on mental health services provided to STUDENTS during the 2023-24 school year.

MH1. During the 2023-24 school year, which of the following, if any, school-based mental health services have been provided to STUDENTS? Select all that apply.

Outreach (e.g., a screening of all students for mental health concerns)
Case management (e.g., identifying and coordinating mental health support for individual students)
Needs assessment (e.g., evaluating the gaps in resources for an individual student’s well-being)
Individual-based intervention (e.g., providing one-on-one counseling or therapy to student)
Group-based intervention (e.g., providing services to a group of students who are all seeking help for the same issue)
Family-based intervention (e.g., providing resources to caregivers for supporting their student’s health)
Telehealth delivery (e.g., meeting between mental service provider and students via video or phone at school)
External referrals (e.g., referring students to mental health professionals outside of school)
Other, please specify: _____________
We have not provided any school-based mental health services during the 2023-24 school year

MH22. Approximately what percentage of students at your school utilize school-based mental health services? {Display if MH1 ≠ “We have not provided any…”}

________ percent of students

MH2. Who provides the formal mental health services offered at your school? Select all that apply. {Display if MH1 ≠ “We have not provided any…”}

School- or district-employed licensed mental health professional (e.g., school psychologist, social worker)
School counselor (e.g., academic or general counselor)
School nurse
Outside practice or program that provides services at your school (e.g., university programs, contracted services)
Other, please specify: __________

MH23a. Did your school implement any changes to the daily or yearly academic calendar in order to mitigate potential mental health issues for students and staff during the COVID-19 pandemic (school years 2020-21 through 2022-23)?

Include actions like designating time during the school day to focus on mental wellness and adding designated days off for students and staff to focus on their mental health. Please do not include changes due to physical health concerns.

MH23b. For the 2023-24 school year, are you still implementing any of these actions? {Display if MH23a = Yes}

Yes, these changes have become part of our regular daily or yearly academic calendar
Yes, but we have reduced the amount of time or number of days dedicated to mitigating mental health concerns
No, our daily or yearly academic calendar has reverted back to the pre-COVID era

MH24. During the 2023-24 school year, has your school done (or will it do) any of the following to help support students’ social/emotional/mental well-being? Select all that apply.

Created new positions to address student social/emotional/mental well-being
Encouraged existing staff to address student social/emotional/mental well-being
Added student classes
Created or expanded a program
Offered guest speakers
Offered professional development to train teachers
Held assemblies
Created community events and partnerships
Other, please specify: ________________
We have not implemented any practices or procedures designed to support students’ social/emotional/mental well-being

MH12a. To what extent do you agree or disagree with the following statement: “My school is able to effectively provide mental health services to all students in need.”

Strongly disagree
Moderately disagree
Neither agree nor disagree
Moderately agree
Strongly agree

MH12b. Which of the following factors, if any, limit your school’s efforts to effectively provide mental health services to all students in need? Select all that apply.

Inadequate access to licensed mental health professionals
Insufficient mental health professional staff coverage to manage caseload
Inadequate funding
Potential legal issues for school or district (e.g., malpractice, insufficient supervision, confidentiality)
Concerns about reactions from parents
Lack of community support for providing mental health services to students in your school
Requirements that the school pay for the mental health services
Reluctance among school staff to label students with mental health disorders to avoid stigmatizing the child
Other, please specify: ____________
My school has not experienced any limitations to effectively providing mental health services to all students in need

MH25. For the 2023-24 school year, which of the following sources, if any, have been used to support mental health services for students? Select all that apply.

Federal grants or other federal programs
State grants or other state programs
District or school financial funding
Partnerships or sponsorships with organizations
Other, please specify: _____________
None of the above
Don’t know

MH26. In which of the following areas related to accessing/utilizing federal funds for student support services, if any, has your school experienced challenges? Select all that apply.{display if MH25= “federal grants or…”}

Grant execution
Distribution of funds
Documentation of funds usage
Needs analysis
Other, please specify: ___________
We have not experienced any challenges in these areas
Don’t know

The following items focus on mental health services provided to STUDENTS compared to last school year (2022-23).

MH27. Compared to last school year (2022-23), how has the percentage of students who have sought school-based mental health services changed?

It has decreased a lot
It has decreased a little
It has remained the same
It has increased a little
It has increased a lot

MH28. Compared to last school year (2022-23), how has the amount of school-based mental health services provided to students changed?

It has decreased a lot
It has decreased a little
It has remained the same
It has increased a little
It has increased a lot

MH29. Compared to last school year (2022-23), how has the percentage of staff expressing concerns with students exhibiting depression, anxiety, trauma, or emotional dysregulation/disturbance changed?

It has decreased a lot
It has decreased a little
It has remained the same
It has increased a little
It has increased a lot

The following items focus on mental health services provided to STAFF during the 2023-24 school year.

MH30. During the 2023-24 school year, which of the following, if any, mental health services are available to staff? Select all that apply.

Group-based or peer support interventions
Referrals to mental health services outside of school
Mental health-related professional development
Regular staff self-assessments
Proactive outreach to staff members
Employee assistance programs (EAPs) that have a mental health component
Other, please specify: ________________
There are no mental health services available for staff

MH31. For the 2023-24 school year, which of the following sources, if any, have been used to support mental health services for staff? Select all that apply.

Federal grants or other federal programs
State grants or other state programs
District or school financial funding
Partnerships or sponsorships with organizations
Other, please specify: _____________
None of the above
Don’t know

The following items focus on mental health services available to STAFF compared to the last school year (2022-23).

MH32. Compared to last school year (2022-23), how has the amount of mental health services available to staff changed?

It has decreased a lot
It has decreased a little
It has remained the same
It has increased a little
It has increased a lot

MH33. Compared to last school year (2022-23), how has the percentage of staff expressing concerns with themselves or their colleagues exhibiting depression, anxiety, trauma, or emotional dysregulation/disturbance changed?

It has decreased a lot
It has decreased a little
It has remained the same
It has increased a little
It has increased a lot

MH_more. We’d like to learn more about schools’ experiences with student and staff mental health during the 2023-24 school year. In the space below, please share any other information you would like us to know on this topic.

This item is optional.

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TBI1. Does your school or district have a concussion or other traumatic brain injury (TBI) policy?

TBI2. Does your school or district policy include information on how to support students in the classroom and with classwork after a concussion or other TBI? {Display if TBI1 = Yes}

Yes
No
Don’t know

TBI3. Does your school or district policy apply if a student gets a concussion or other TBI outside of school or school-sponsored activities (e.g., an athletic event)? {Display if TBI1 = Yes}

Yes
No
Don’t know

TBI4. Does your school or district policy require school staff to receive training on supporting students in the classroom after they have sustained a concussion or other TBI? {Display if TBI1 = Yes}

Yes
No
Don’t know

TBI5. Does your school or district policy require school staff who are NOT involved in athletic activities or physical education to receive training on working with students who have sustained a concussion or other TBI? {Display if TBI1 = Yes}

Yes
No
Don’t know

TBI6. Does your school or district policy require that there be at least one person who is trained on supporting students in the classroom after a concussion or other TBI? {Display if TBI1 = Yes}

Yes
No
Don’t know

TBI7. How familiar are you with your school or district policy on concussions or other TBIs? {Display if TBI1 = Yes}

Not at all familiar

Slightly familiar
Somewhat familiar
Moderately familiar
Extremely familiar

TBI8. Does your school have at least one person who is trained on how to help students adjust back into classroom activities after a concussion or other TBI?

TBI9. To the best of your knowledge, are there staff at your school who could be trained and serve as the point person to support students in the classroom after a concussion or other TBI?

TBI10. To the best of your knowledge, how much interest is there among staff at your school to learn more about concussions or other TBIs and supporting students in the classroom following this injury?

No interest
Slight interest
Moderate interest
A lot of interest

TB11. During the 2023-24 school year, has your school had to support any students returning to the classroom after sustaining a concussion or other TBI?

TB_more. We’d like to learn more about how schools handle instances of concussions or other traumatic brain injuries. In the space below, please share any other information you would like us to know about this topic.

This item is optional.

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SV2. Before the start of the next school year (2024-25), do you anticipate that your school will need to fill any of the following teaching positions?

	Yes, we will have vacancies in this area	No, we will be fully staffed in this area	This position is not offered at my school	Don’t know
General Elementary
Special Education
English or language arts
Social studies
Computer science
Mathematics
Biology or life sciences
Physical sciences (e.g., chemistry, physics, earth sciences)
English as a Second Language (ESL) or bilingual education
Foreign languages
Music or arts
Career or technical education
Physical education or health

SV2a. How many vacancies will you need to fill in these areas?

{Rows display based on answers to SV2}	Number of vacancies
General Elementary
Special Education
English or language arts
Social studies
Computer science
Mathematics
Biology or life sciences
Physical sciences (e.g., chemistry, physics, earth sciences)
English as a Second Language (ESL) or bilingual education
Foreign languages
Music or arts
Career or technical education
Physical education or health

SV3. Before the start of the next school year (2024-25), will your school need to fill any of the following non-teaching staff positions?

	Yes, we will have vacancies in this area	No, we will be fully staffed in this area	This position is not offered at my school	Don’t know
Mental health professional (e.g., psychologist, social worker)
Medical professional (e.g., nurse, nurse’s aide)
Administrative staff
Technology specialist
Transportation staff
Custodial staff
Nutrition staff (e.g., food preparation, cafeteria workers)
Academic Counselor
Academic Interventionist
Tutors
Instructional Coaches
Classroom aides

SV3a. How many vacancies will you need to fill in these areas?

{Rows populate based answers in SV3}	Number of vacancies
Mental health professional (e.g., psychologist, social worker)
Medical professional (e.g., nurse, nurse’s aide)
Administrative staff
Technology specialist
Transportation staff
Custodial staff
Nutrition staff (e.g., food preparation, cafeteria workers)
Academic Counselor
Academic Interventionist
Tutors
Instructional Coaches
Classroom aides

SV3_more_alt. We’d like to learn more about what schools are experiencing related to staffing. In the space below, please share any other information you would like us to know about how you have dealt with teaching and staff vacancies.

This item is optional.

Tran_gate. Please indicate which of the following modes of transportation are available for students to travel to and from school.

	Yes, this mode of transportation is available to our students	No, this mode of transportation is not available to our students
By school bus
By public transportation (e.g., subway, metro, city bus)
By bike, scooter, skateboard, or other similar means
By walking to school
By being dropped off/picked up by car
By driving their own car
Other, please specify: ____________

Tran1. On a typical school day, approximately what percentage of your students travel to and from school using the following modes of transportation? {Display responses based on Tran_gate = Yes}

If a student takes multiple modes of transportation during their commute, count only the mode of transportation they spend the most time on when estimating percentages. For example, if a student rides the subway for 25 minutes and then walks the last 5 minutes to get to school, count them in the “By public transportation” estimate.

Percentages must add up to 100%

By school bus ______%
By public transportation (e.g., subway, metro, city bus) ______%
By bike, scooter, skateboard, or other similar means ______%
By walking to school ______%
By being dropped off/picked up by car ______%
By driving their own car ______%
Other ______%

Tran2. Are there sidewalks on the streets immediately surrounding your school?

Yes, on all streets
Yes, on some streets
No

Tran3. Are there school zones in the area immediately surrounding your school?

Tran4a. Is there a crossing guard(s) working on the streets immediately surrounding your school? {Display if Tran_gate (walking) = Yes}

Tran4b. When is there a crossing guard(s) available to assist students? {Display if Tran4a = Yes}

Every day before AND after school
Every day only before school
Every day only after school
Some days before AND after school
Some days only before school
Some days only after school
Other, please specify: _________

Tran5 Are there traffic-calming measures (e.g., speed bumps, speed tables) on the streets immediately surrounding your school?

Yes, on all streets
Yes, on some streets
No

Tran6 Are there bike lanes on the streets immediately surrounding your school?

Yes, on all streets
Yes, on some streets
No

Tran7a. Is bicycle parking (e.g., bike racks) available on your school grounds?

Tran7b. Is the bicycle parking at your school adequate to accommodate the number of people who bike to your school? {Display if Tran7a = Yes}

Tran7c. Which of the following types of bicycle parking are available at your school? Select all that apply. {Display if Tran7a = Yes}

Bicycle racks that are mounted into the ground
Bicycle racks that are mounted into the wall
Bicycle lockers
Other, please specify: _______________
None of the above

Tran8 Please indicate whether PARENTS/GUARDIANS have reported the following as barriers to their children walking, biking, or using other non-automotive means to commute to school.

	Yes	No
Lack of safety measures (e.g., sidewalks, crossing guards) on the commute to school
Distance from home to school
Traffic conditions on the commute
Weather
Crime around school
Child’s age
Other, please specify: _______

Tran9 To what extent do you agree or disagree with the following statement: “Traffic patterns around my school pose a threat to my students’ physical safety while commuting to school.”

Strongly disagree
Moderately disagree
Neither agree nor disagree
Moderately agree
Strongly agree

Tran10 To what extent do you agree or disagree with the following statement: “Crime around my school poses a threat to my students’ physical safety while commuting to school.”

Strongly disagree
Moderately disagree
Neither agree nor disagree
Moderately agree
Strongly agree

Tran_more. We’d like to learn more about how students get to and from your school during the 2023-24 school year. In the space below, please share any other information you would like us to know about this topic.

This item is optional.

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Prep1. How often does your school update its emergency operations plan (EOP)?

Never
Only after an emergency occurs
Every few years
Annually
Twice a year
More than twice a year

Prep2. How often does your school collaborate with local public/private health agencies to evaluate the school's emergency prevention measures?

Never
Only after an emergency occurs
Every few years
Annually
Twice a year
More than twice a year

Prep3. How often do you send communications to parents about emergency operations plans?

Never
Annually
Monthly
Twice a month
Weekly

Prep4. Please indicate whether your school receives input from any of the following local community partners regarding your emergency operation plan.

	Yes	No
Healthcare providers (e.g., local physicians, nurses)
Law enforcement groups (e.g., local police or bureau of investigation)
Local or state department of health representatives
Local media groups
Local emergency management services
Local social services providers
Other, please specify: ________

Prep5. Does your school website include a page where parents/guardians can review the school's emergency operations plan, response protocols, and/or procedures?

Prep6. Does your school have a dedicated person who is responsible for coordinating and managing emergency preparedness?

CS3. Does your school have a written plan (e.g., emergency operations plans (EOP)) that describes procedures to be performed in the following scenarios?

	Yes	No
Active Shooter
Natural disasters (e.g., earthquakes, tornadoes)
Hostages
Bomb threats or incidents
Chemical, biological, or radiological threats or incidents (e.g., release of mustard gas, anthrax, smallpox, or radioactive materials)
Suicide threats or incidents
Pandemic disease
Post-crisis reunification of students with their families

CS3a. How often does your school review each of the following written plans with staff?

{Display rows CS3 selections}	Never	Only after an emergency	Every few years	Annually	Twice a year	More than twice a year
Active Shooter
Natural disasters (e.g., earthquakes, tornadoes)
Hostages
Bomb threats or incidents
Chemical, biological, or radiological threats or incidents (e.g., release of mustard gas, anthrax, smallpox, or radioactive materials)
Suicide threats or incidents
Pandemic disease
Post-crisis reunification of students with their families

CS4a. During the 2023-24 school year, has your school drilled (or will it drill) students on the use of the following emergency procedures?

	Yes	No
Evacuation (i.e., students and staff are required to leave the building due to an incident)
Lockdown (i.e., securing the school building and grounds during incidents that pose an immediate threat of violence)
Shelter-in-place (i.e., students and staff are required to remain indoors because it is safer in inside the building or a room than outside)
Active assailant drill (i.e., a real-time simulation of someone on campus who poses a serious threat of violence)

CS4b. How often does (or will) your school drill students in these emergency procedures?

{Display based on responses to CS4a}	Once a school year	Twice a school year	3-5 times a school year	6 – 8 times a school year	Nine or more times a school year
Evacuation (i.e., students and staff are required to leave the building due to an incident)
Lockdown (i.e., securing the school building and grounds during incidents that pose an immediate threat of violence)
Shelter-in-place (i.e., students and staff are required to remain indoors because it is safer in inside the building or a room than outside)
Active assailant drill (i.e., a real-time simulation of someone on campus who poses a serious threat of violence)

CS13. How prepared do you feel your school is to deal with the following emergency events?

	Very Prepared	Somewhat prepared	Somewhat unprepared	Very unprepared
Active shooters
Active armed individuals with a weapon other than a firearm
Intruders (e.g., unauthorized persons entering the premises)
Shooting threats (e.g., in-person verbal threats, threats made via social media)
Bomb threats or incidents
Suicide threats or incidents
Pandemic diseases
Natural disasters (e.g., earthquakes, tornadoes, hurricanes, floods, wildfires)
Inclement weather (e.g., extreme heat, snowstorms, ice storms)
Chemical or industrial hazards (e.g., industrial plant explosions, hazardous materials within or outside of the school, gas leaks)
Utility or systems failures (e.g., power or water outages, air conditioning outages)

CS1. During the 2023-24 school year, is it a practice at your school to do the following?

	Yes	No
Require visitors to sign or check in and wear badges
Control access to school buildings during school hours (e.g., locked or monitored doors, loading docks)
Control access to school grounds during school hours (e.g., locked or monitored gates)
Equip classrooms with locks so that doors can be locked from the inside
Close the campus for most or all students during lunch
Have “panic button(s)” or silent alarm(s) that directly connect to law enforcement in the event of an incident
Provide an electronic notification system that notifies parents in case of a school-wide emergency
Require faculty and staff to wear badges or picture IDs
Use one or more security cameras to monitor the school
Provide two-way radios to all or select staff
Require metal detector checks on all or most students every day
Perform random metal detector checks on students
Perform one or more random sweeps (e.g., locker checks, dog sniffs) for contraband (e.g., drugs or weapons)
Require students to wear uniforms
Enforce a strict dress code
Require clear book bags or ban book bags on school grounds
Provide a structured anonymous or confidential threat reporting system (e.g., tip line, online submission, telephone hotline, or written submission via drop box)
Require students to wear badges or picture IDs
Prohibit non-academic use of cell phones or smartphones during school hours

CS5a. During the 2023–24 school year, does your school have a behavioral threat assessment team or any other formal group of persons to identify students who might be a potential risk for violent or harmful behavior (toward themselves or others)?

CS5b. Have any students been found to be a potential risk for violent or harmful behavior (toward themselves or others)? {Display if CS5a = YES}

	Yes	No
Toward themselves
Toward others

CS_more. We’d like to learn more about you school’s emergency preparedness and safety procedures for the 2023-24 school year. In the space below, please share any other information you would like us to know about this topic.

This item is optional.

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File Type	application/vnd.openxmlformats-officedocument.wordprocessingml.document
Author	Iaconelli, Ryan
File Modified	0000-00-00
File Created	2024-07-24

Strongly disagree

Somewhat disagree

Neither agree nor disagree

Somewhat agree

Strongly agree

Don’t know

Results from state-mandated mathematics tests will provide useful data to inform classroom instruction

I support use of the current statewide tests to measure student mastery of state mathematics standards

The work we will do to prepare our students for the state-mandated mathematics test will take time away from other more important classroom work

The state-mandated mathematics test will not accurately measure the ability of students with IEPs

The state-mandated mathematics test will not accurately measure the ability of English Learner (EL/ELL/ESL) students