Appendix C4 SPP 2023-24 - May 2024 - June 2024 Surveys v9

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 Competencies	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	Operations Follow-Up
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

May 2024 Survey

Student Behavior

SB2_24. To what extent do you agree or disagree with the following statement:

“The COVID-19 pandemic and its lingering effects continue to negatively impact the behavioral development of students at my school.”

Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree

SB3_24. To what extent do you agree or disagree with the following statement:

“The COVID-19 pandemic and its lingering effects continue to negatively impact the socioemotional development of students at my school.”

Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree

SB11_24. Compared to your typical behavioral expectations for students in their grade, please indicate how MOST students in each grade behaved during this school year.

	Behaved worse than expected	Behaved as expected	Behaved better than expected	We do not enroll students in this grade range
Kindergarten
1^st grade
2^nd grade
3^rd grade
4^th grade
5^th grade
6^th grade
7^th grade
8^th grade
9^th grade
10^th grade
11^th grade
12^th grade
Ungraded students

SB8. To the best of your knowledge, how often did the following types of student behaviors occur at your school during the 2023-24 school year?

	Happened daily	Happened at least one a week	Happened at least once a month	Happened on occasion	Never happened
Physical attacks or fights between students
Threats of physical attacks or fights between students
Bullying
Distribution, possession, or use of illegal drugs
Distribution, possession, or use of alcohol
Distribution, possession, or use of tobacco products (cigarettes, vapes, e-cigarettes)
Vandalism

SB9. To the best of your knowledge, how often did the following student behaviors directed at teachers or staff occur at your school during the 2023-24 school year?

	Happened daily	Happened at least one a week	Happened at least once a month	Happened on occasion	Never happened
Student threats to injure a teacher or staff member
Student physical attacks of a teacher or staff member
Student verbal abuse of teachers or staff members
Student acts of disrespect towards teachers or staff members other than verbal abuse

SB10. This school year, to what extent, if any, have the following student behaviors negatively impacted learning at your school?

	No negative impact	Limited negative impact	Moderate negative impact	Severe negative impact
Classroom disruptions from student misconduct
Rowdiness outside of the classroom (e.g., hallways, lunchroom)
Students cutting class
Student tardiness
Use of cell phones, computers and other electronic devices when not permitted

SB10b. From your own observations and from what you have heard from teachers, how frequently do the following behaviors occur at your school?

	Never	Very rarely	Rarely	Occasionally	Very frequently	Always
Lack of focus or inattention from students
Students not doing individual work
Students having trouble working with partners or in small groups
Students acting out (e.g., calling out, talking to others during instruction, getting out of seat when not allowed, leaving classroom)
Students being academically unprepared for school (e.g., not doing homework, not bringing necessary supplies)
Students being physically unprepared for school (e.g., lack of sleep, not eating before school)
Student disrespect or defiance towards teachers

CS13. To the best of your knowledge, thinking about how problems that can occur anywhere (both at your school and away from school), how often does cyberbullying among students who attend your school occur?

Happens daily
Happens at least once a week
Happens at least once a month
Happens on occasion
Never happens

SB6. Does your school need more of any of the following to better support student behavior and development? Select all that apply.

More training on classroom management strategies
More training on supporting students’ socioemotional development
More teachers and/or staff need to be hired
More support for student and/or staff mental health
Other, please specify _________________
None of the above

CS11. During the 2023-24 school year, does your school allow for the use of the following disciplinary actions?

	Yes	No	Don’t know
Removal with no continuing school services for at least the remainder of the school year
Removal with school-provided tutoring/home instruction for at least the remainder of the school year
Transfer to an alternative school for disciplinary reasons
Transfer to a virtual school or program for disciplinary reasons
Transfer to another regular school for disciplinary reasons
Out-of-school suspension or removal for less than the remainder of the school year with NO curriculum or services provided
Out-of-school suspension or removal for less than the remainder of the school year with curriculum or services provided
Referral to a school counselor
Assignment to a program (during school hours) designed to reduce disciplinary problems
Assignment to a program (outside of school hours) designed to reduce disciplinary problems
Loss of school bus privileges due to misbehavior
Corporal punishment
Placement on school probation with consequences if another incident occurs
Detention and/or Saturday school
Loss of student privileges
Requirement of participation in community service

CS2. As of today, have any of the following contraband items been confiscated from students at your school during the 2023-24 school year? Select all that apply.

	Yes	No
Firearms
Explosive devices
Tasers or stun guns
Knives or other sharp objects that are used as a weapon
Blunt objects that can be used as weapon (e.g., brass knuckles)
Aerosol sprays (e.g., Mace, pepper spray)
Other weapons
Illegal drugs or drug paraphernalia
Prescription drugs
Alcohol
Tobacco products or paraphernalia (e.g., cigarettes, vaping products)

BIS_gate. Does your school utilize a School-wide Positive Behavioral Interventions and Supports (SWPBIS) program?

A SWPBIS program is a framework designed to enhance students’ understanding of behavior expectations at school and reduce behavior problems that lead to discipline referrals and suspensions. {Display remaining items if answered “Yes”}

BIS1. Please indicate whether the following personnel are part of your school’s SWPBIS Team. {Display if BIS_gate = Yes}

	Yes	No	Don’t know
Systems coordinators
School administrators
Behavior specialists
Classroom teachers
Students’ family members

BIS2. Please indicate which of the following roles members on your SWPBIS team fulfill. {Display if BIS_gate = Yes}

	Yes	No	Don’t know
Applied behavior expertise
Coaching expertise
Knowledge of student academic and behavior patterns
Knowledge about the operations of school across grade level programs
Student representation

BIS3. How often does your SWPBIS team meet? {Display if BIS_gate = Yes}

Once a week or more frequently
Once a month or more frequently, but not every week
Once a year or more frequently, but not once a month
Less frequently than once a year
Don’t know

BIS4. Please indicate whether each level of support is part of your school’s SWPBIS program. {Display if BIS_gate = Yes}

	Yes	No	Don’t know
Tier 1
Tier 2
Tier 3

BIS5. How effective do you feel your school’s SWPBIS program has been for the following: {Display if BIS_gate = Yes}

	Not at all effective	Slightly effective	Moderately Effective	Very Effective	Extremely Effective
Supporting students’ mental health
Supporting students’ social intelligence and behavior
Supporting students’ emotional intelligence and behavior
Increasing students’ sense of belonging and comfort at school
Increasing school safety
Reducing discipline referrals
Improving learning and academic achievement

BIS6. What barriers, if any, has your school experienced in implementing its SWPBIS? Select all that apply. {Display if BIS_gate = Yes}

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

BISno. Which of the following are reasons why your school has not implemented a SWPBIS? Select all that apply. {Display of BIS_gate = No}

Implementing a SWPBIS is not a priority for our school
Restrictions on what types of disciplinary programs can be used at our school
Time limitations
Lack of teacher and staff support for the program
Lack of materials and resources
Lack of funding
Lack of parental/guardian support for the program
Lack of district-level support for the program
Other, please specify: __________
Don’t know

SB_more. We’d like to learn more about schools’ experiences with student behavior and discipline in the classroom. In the space below, please share any information you would like us to know on this topic. Shape1

Tutoring

Tutoring_gate. At any time during this school year, which of the following types of tutoring, if any, were students at your school provided? Select all that apply.

High-dosage tutoring (also known as evidence-based or high-quality tutoring): A method of tutoring in which the same student(s) receive(s) tutoring:

three or more times per week
for at least 30 minutes per session,
in sessions that are one-on-one or with small groups,
that is provided by educators or well-trained tutors who have received specific training in tutoring practices,
that aligns with evidence-based core curriculum or programs, AND
is NOT drop-in homework help {display HDT items if selected}

Standard tutoring: A less intensive method of tutoring in which the same student(s) receive(s) tutoring:

any number of times per week OR on an as-needed (drop-in) basis
in sessions with no minimum length of time
in sessions that may be one-on-one or involve any number of other students, and
that is provided by educators who may or may not have received specific training in tutoring practices {display SDT items if selected}

Self-paced tutoring: A method of tutoring in which a student works on their own, typically online, where they are provided guided instruction that allows them to move onto new material after displaying mastery of content. {display SPT items if selected}
On-demand online tutoring: A method of tutoring in which a school partners with or contracts out services to an external online tutoring program or company that offers 24/7 support, is led by qualified tutors (e.g., certified teachers, subject-matter experts), and is available on-demand for students to access. {display ODT items if selected}
Other method(s) of tutoring, please specify: _________________
No tutoring was provided to students by our school

The following items ask about high-dosage tutoring at your school during the 2023-24 school year.

If your school offers multiple types of tutoring programs, we will ask about those programs separately later in the survey.

HDTf1. Compared to the beginning of the school year, has the number of students who needed high-dosage tutoring…?

Increased
Decreased
Remained the same

HDTf2. Compared to the beginning of the school year, has your school’s ability to provide high-dosage tutoring…?

Increased

Decreased
Remained the same

HDTf3. Which of the following factors have led to the increase in your school’s ability to provide high-dosage tutoring? Select all that apply. {Display if HDTf2 = “increased”}

Changes in the number of students who need high-dosage tutoring
Changes in the number of staff available to support high-dosage tutoring
Changes in the funding used to support high-dosage tutoring
Changes in the amount of time available for high-dosage tutoring
Changes in the amount of space available for high-dosage tutoring
Changes in the availability of materials and resources needed to support high-dosage tutoring
Other, please specify: ____________

HDTf4. Which of the following factors have led to the decrease in your school’s ability to provide high-dosage tutoring? Select all that apply. {Display if HDTf2 = “decreased”}

Changes in the number of students who need high-dosage tutoring
Changes in the number of staff available to support high-dosage tutoring
Changes in the funding used to support high-dosage tutoring
Changes in the amount of time available for high-dosage tutoring
Changes in the amount of space available for high-dosage tutoring
Changes in the availability of materials and resources needed to support high-dosage tutoring
Other, please specify: ____________

HDTno. Which of the following are reasons why your school has not implemented high-dosage tutoring at this time? Select all that apply. {Display if Tutoring_gate ≠ HDT}

Implementing high-dosage tutoring is not a priority for our school
There are not enough students at my school who require high-dosage tutoring
Time limitations (i.e., cannot find enough time to support high-dosage tutoring)
Space limitations (i.e., do not have the physical space to support high-dosage tutoring)
Lack of educational materials to support high-dosage tutoring
Cannot find staff to support high-dosage tutoring
Lack of, or reductions in, funding to support high-dosage tutoring
Other, please specify: __________________

The following items ask about standard tutoring at your school during the 2023-24 school year.

If your school offers multiple types of tutoring programs, we will ask about those programs separately later in the survey.

SDTf1. Compared to the beginning of the school year, has the number of students who needed standard tutoring…?

Increased
Decreased
Remained the same

SDTf2. Compared to the beginning of the school year, has your school’s ability to provide standard tutoring…?

Increased

Decreased
Remained the same

SDTf3. Which of the following factors have led to the increase in your school’s ability to provide standard tutoring? Select all that apply. {Display if SDTf2 = “increased”}

Changes in the number of students who need standard tutoring
Changes in the number of staff available to support standard tutoring
Changes in the funding used to support standard tutoring
Changes in the amount of time available for standard tutoring
Changes in the amount of space available for standard tutoring
Changes in the availability of materials and resources needed to support standard tutoring
Other, please specify: ____________

SDTf4. Which of the following factors have led to the decrease in your school’s ability to provide standard tutoring? Select all that apply. {Display if SDTf2 = “decreased”}

Changes in the number of students who need standard tutoring
Changes in the number of staff available to support standard tutoring
Changes in the funding used to support standard tutoring
Changes in the amount of time available for standard tutoring
Changes in the amount of space available for standard tutoring
Changes in the availability of materials and resources needed to support standard tutoring
Other, please specify: ____________

SDTno. Which of the following are reasons why your school has not implemented standard tutoring at this time? Select all that apply. {Display if Tutoring_gate ≠ SDT}

Implementing standard tutoring is not a priority for our school
There are not enough students at my school who require standard tutoring
Time limitations (i.e., cannot find enough time to support standard tutoring)
Space limitations (i.e., do not have the physical space to support standard tutoring)
Lack of educational materials to support standard tutoring
Cannot find staff to support standard tutoring
Lack of, or reductions in, funding to support standard tutoring
Other, please specify: __________________

The following items ask about self-paced tutoring at your school during the 2023-24 school year.

If your school offers multiple types of tutoring programs, we will ask about those programs separately later in the survey.

SPTf1. Compared to the beginning of the school year, has the number of students who needed self-paced tutoring…?

Increased
Decreased
Remained the same

SPTf2. Compared to the beginning of the school year, has your school’s ability to provide self-paced tutoring…?

Increased

Decreased
Remained the same

SPTf3. Which of the following factors have led to the increase in your school’s ability to provide self-paced tutoring? Select all that apply. {Display if SPTf2 = “increased”}

Changes in the number of students who need self-paced tutoring
Changes in the funding used to support self-paced tutoring
Changes in the amount of time available for self-paced tutoring
Changes in the amount of space available for self-paced tutoring
Changes in the availability of materials and resources needed to support self-paced tutoring
Other, please specify: ____________

SPTf4. Which of the following factors have led to the decrease in your school’s ability to provide self-paced tutoring? Select all that apply. {Display if SPTf2 = “decreased”}

Changes in the number of students who need self-paced tutoring
Changes in the funding used to support self-paced tutoring
Changes in the amount of time available for self-paced tutoring
Changes in the amount of space available for self-paced tutoring
Changes in the availability of materials and resources needed to support self-paced tutoring
Other, please specify: ____________

SPTno. Which of the following are reasons why your school has not implemented self-paced tutoring at this time? Select all that apply. {Display if Tutoring_gate ≠ SPT}

Implementing self-paced tutoring is not a priority for our school
There are not enough students at my school who require self-paced tutoring
Time limitations (i.e., cannot find enough time to support self-paced tutoring)
Space limitations (i.e., do not have the physical space to support self-paced tutoring)
Lack of educational materials to support self-paced tutoring
Lack of, or reductions in, funding to support self-paced tutoring
Other, please specify: __________________

The following items ask about on-demand online tutoring at your school during the 2023-24 school year.

If your school offers multiple types of tutoring programs, we will ask about those programs separately later in the survey.

ODTf1. Compared to the beginning of the school year, has the number of students who needed on-demand online tutoring…?

Increased
Decreased
Remained the same

ODTf2. Compared to the beginning of the school year, has your school’s ability to provide on-demand online tutoring…?

Increased

Decreased
Remained the same

ODTf3. Which of the following factors have led to the increase in your school’s ability to provide on-demand online tutoring? Select all that apply. {Display if ODTf2 = “increased”}

Changes in the number of students who need on-demand online tutoring
Changes in the funding used to support on-demand online tutoring
Changes in the amount of time available for on-demand online tutoring
Changes in the amount of space available for on-demand online tutoring
Changes in the availability of materials and resources needed to support on-demand online tutoring
Other, please specify: ____________

ODTf4. Which of the following factors have led to the decrease in your school’s ability to provide on-demand online tutoring? Select all that apply. {Display if ODTf2 = “decreased”}

Changes in the number of students who need on-demand online tutoring
Changes in the funding used to support on-demand online tutoring
Changes in the amount of time available for on-demand online tutoring
Changes in the amount of space available for on-demand online tutoring
Changes in the availability of materials and resources needed to support on-demand online tutoring
Other, please specify: ____________

ODTno. Which of the following are reasons why your school has not implemented on-demand online tutoring at this time? Select all that apply. {Display if Tutoring_gate ≠ ODT}

Implementing on-demand online tutoring is not a priority for our school
There are not enough students at my school who require on-demand online tutoring
Time limitations (i.e., cannot find enough time to support on-demand online tutoring)
Space limitations (i.e., do not have the physical space to support on-demand online tutoring)
Lack of educational materials to support on-demand online tutoring
Lack of, or reductions in, funding to support on-demand online tutoring
Other, please specify: __________________

Tutoring4. How effective has each tutoring program been in improving student outcomes during this school year?

{Display based on Tutoring_gate responses}	Not at all effective	Slightly effective	Moderately Effective	Very Effective	Extremely Effective
High-dosage tutoring
Standard tutoring
Self-paced tutoring
On-demand online tutoring
Other methods of tutoring

Tutoring_more. We’d like to learn more about your school’s experiences offering tutoring programs 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.

Shape2

June 2024 Survey

Learning Strategies & Recovery

SR2a. Approximately what percentage of students at your school will or have ENDED the 2023-24 school year behind grade level in at least one academic subject?

_____ percent of students
Don’t Know

SR2c. In which of the following academic subjects did students at your school end the 2023-24 school year behind grade level? {Display if SR2a > 0}

	No students were behind grade level in this subject	At least some students were behind grade level in this subject	Not Applicable – this subject is not offered at my school	Not Applicable – we do not have this type of data in this subject area
English or Language Arts
Mathematics
Sciences (e.g., general science, biology, chemistry, etc.)
Computer Science
Foreign Language
Social Studies

SR3a. As of today, what strategies have your school used to support learning recovery for students? Select all that apply.

Tailored accelerated instruction (i.e., teacher-led individualized learning, using new, grade-level content to teach prior-grade concepts or skills)
Remedial instruction (i.e., using content from prior years to teach concepts or skills)
Identifying individual student academic needs with diagnostic assessment data
Identifying individual student academic needs with formative assessment data
Extending class time spent on targeted subject areas during the school day
Extending the school day to accommodate learning recovery activities
Extending the school week to accommodate learning recovery activities
Extending the school year to accommodate learning recovery activities
Professional development for teachers/staff on learning recovery
Family workshops to provide techniques and guidance to support learning recovery
Family engagement/outreach activities (e.g., home visits, communicating via text apps, video conference meetings, etc.)
Hiring additional educators to provide more small-group and individual instruction
Other, please specify: ___________
We have not implemented any strategies to support learning recovery
Don’t Know

SR3b. How effective have these strategies been in supporting pandemic-related learning recovery for your students during the 2023-24 school year?

{Rows populate based on answers in SR3a}	Not at all effective	Slightly effective	Moderately Effective	Very Effective	Extremely Effective
Tailored accelerated instruction (i.e., teacher-led individualized learning, using new, grade-level content to teach prior-grade concepts or skills)
Remedial instruction (i.e., using content from prior years to teach concepts or skills)
Identifying individual student academic needs with diagnostic assessment data
Identifying individual student academic needs with formative assessment data
Extending class time spent on targeted subject areas during the school day
Extending the school day to accommodate learning recovery activities
Extending the school week to accommodate learning recovery activities
Extending the school year to accommodate learning recovery activities
Professional development for teachers/staff on learning recovery
Family workshops to provide techniques and guidance to support learning recovery
Family engagement/outreach activities (e.g., home visits, communicating via text apps, video conference meetings, etc.)
Hiring additional educators to provide more small-group and individual instruction

SR_more. We’d like to learn more about your school’s experiences with students’ learning recovery during the 2023-24 school year. In the space below please share any other information you would like us to know on this topic.

Shape3

Absenteeism

ABS7end. To the best of your knowledge, what is (or was) the average daily attendance rate for your school for the 2023-24 school year?

_____%
Don’t know

ABS1. During the 2023-24 school year, approximately what percentage of students at your school have been chronically absent? Include excused and unexcused absences.

Chronic absenteeism is defined as students who are absent for at least 10 percent of the school year

____ percent of students chronically absent

ABS2z. Compared to LAST school year (2022-23), how have student absences at your school changed during the 2023-24 school year? Include excused and unexcused absences.

Student absences have decreased a lot
Student absences have decreased a little
Student absences have remained about the same
Student absences have increased a little
Student absences have increased a lot
Don’t Know

ABS3b. Compared to LAST school year (2022-23), how have teacher absences at your school changed during the 2023-24 school year? Include planned and unplanned absences.

Teacher absences have decreased a lot
Teacher absences have decreased a little
Teacher absences have remained about the same
Teacher absences have increased a little
Teacher absences have increased a lot
Don’t Know

ABS4b. Compared to LAST school year (2022-23), how easy or difficult has it been for your school to get substitute teachers during the 2023-24 school year?

Much easier
Somewhat easier
About the same
Somewhat more difficult
Much more difficult
Don’t Know

ABS5a. During the 2023-24 school year, how has your school covered classes when there are teacher absences and you cannot find a substitute teacher? Select all that apply.

Administrators cover classes
Staff who are not regular classroom teachers (e.g., media specialists, paraprofessionals, coaches, interventionists, etc.) cover classes
Other teachers cover classes during their prep periods
Separate sections or classes are combined into one room
Cancel classes
Other, please specify: ________________
Not Applicable – my school has always been able to find substitute teachers

ABS5b. During the 2023-24 school year, how frequently has your school needed to use the alternative class coverage strategies you indicated above? {Display if ABS5a ≠ N/A}

Very Rarely
Rarely
Occasionally
Very Frequently
Always

ABS6. We’d like to learn more about schools’ experiences with student, teacher, and staff absences. In the space below, please share any information you would like us to know on this topic.

Shape4 This item is optional.

ABS16. Which of the following, if any, were reasons that students at your school missed too much school this year? Select all that apply.

Students at my school did not miss too much school
Bullying
Food insecurity
Instruction was perceived to not be engaging or relevant
Lack of access to health care
Lack of relationships to adults at the school
Lack of relationships to peers at school
Lack of routine
Mental health issue
Physical illness
Staying home unnecessarily for minor symptoms
Taking care of siblings
Transportation issues
Unstable housing
Violence in the community
Work schedule conflicts with school
Other, please specify: _________________

ABS17. Does your school use a universal screening tool, such as an Early Warning System (EWS) or Multi-Tiered System of Supports (MTSS), to systematically identify any of the following risk factors in an entire student population (e.g., all students in a classroom, grade level, or school)?

	Yes	No
Students with low academic achievement (failing or at risk of failing a grade or a subject, low standardized assessment scores)
Students with poor attendance
Students demonstrating symptoms of possible mental health or emotional issues (e.g., withdrawal, anxiety, depression, suicidal thoughts or planning)
Students exhibiting behavioral issues (e.g., aggression, disciplinary incidents, office discipline referrals [ODRs], substance abuse)
Students experiencing social issues (e.g., peer rejection, avoiding or withdrawing from social situations)

ABS11a. Did your school use any of the following strategies to improve student attendance during the 2023-24 school year?

	Yes	No	Don’t know
Incentives for students (e.g., perfect attendance awards, school-wide recognition)
Increased communication with parents when the days a student is absent reaches a certain number
At-home visits by school or district personnel
Increased communication about the importance of school attendance to students and parents (e.g., through newsletters, text messages, postcards)
Use of support services (e.g., Positive Behavioral Interventions and Supports [PBIS] team, attendance teams)
Mentoring programs (i.e., building a relationship between a student and an adult, designed to increase strengthen student's connection to school)
Use of legal system services (e.g., truancy officers, department of child services, wellness checks)
Efforts to build a supportive environment for students (e.g., improving school culture/morale, implementing wellness programs)
Changes to school calendar (e.g., 4-day school week)

ABS11b. How effective was each strategy at improving student attendance?

{display rows based on responses to ABS11a}	Not at all effective	Slightly effective	Moderately Effective	Very Effective	Extremely Effective
Incentives for students (e.g., perfect attendance awards, school-wide recognition)
Increased communication with parents when the days a student is absent reaches a certain number
Increased communication about the importance of school attendance to students and parents (e.g., through newsletters, text messages, postcards)
Use of support services (e.g., PBIS team, attendance teams)
Mentoring programs (i.e., building a relationship between a student and an adult, designed to increase strengthen student's connection to school)
Use of legal system services (e.g., truancy officers, department of child services, wellness checks)
Efforts to build a supportive environment for students (e.g., improving school culture/morale, implementing wellness programs)
Changes to school calendar (e.g., 4-day school week)

ABS12a. Did your school use any of the following strategies to improve teacher and non-teaching staff attendance during the 2023-24 school year?

	Yes	No	Don’t know
Incentives for staff (e.g., financial bonuses or rewards, school-wide recognition, “jeans days”)
Efforts to build a supportive environment for staff (e.g., improving school culture/morale, implementing wellness programs, reducing paperwork)
Allowing more flexibility with leave time (e.g., partial day leave, mental health days use as sick days)
Disciplinary actions (e.g., implement performance improvement plan, letter in personnel file)
Changes to school calendar (e.g., 4-day school week)

ABS12b. How effective was each strategy at improving teacher and non-teaching staff attendance?

{display rows based on responses to ABS12a}	Not at all effective	Slightly effective	Moderately Effective	Very Effective	Extremely Effective
Incentives for staff (e.g., financial bonuses or rewards, school-wide recognition, “jeans days”)
Efforts to build a supportive environment for staff (e.g., improving school culture/morale, implementing wellness programs, reducing paperwork)
Allowing more flexibility with leave time (e.g., partial day leave, mental health days use as sick days)
Changes to school calendar (e.g., 4-day school week)

ABS13. Do you use a commercially available student information system to share absence data with your district or state?

	Yes	No	Don’t know
Share with district
Share with state

ABS14a. Does your school collect details on the reason(s) for a student’s absence, beyond whether the absence was excused versus unexcused?

Yes
No
Don’t know

ABS14b. Does your school collect information on the following medical reasons why students are absent? {Display if ABS14a = Yes}

	Yes	No	Don’t know
Fever (alone or in conjunction with any of the below illnesses)
General respiratory illness (i.e., student has a cough/runny nose, but no specific diagnosis)
COVID-19
Gastrointestinal illness (e.g., nausea/vomiting and/or diarrhea)
Mental health
Other excused medically related absence (e.g., doctor appointment)

ABS14c. Does your school share data on reasons why students are absent (beyond excused versus unexcused totals) with any of the following entities? {Display if ABS14a = Yes}

	Yes	No	Don’t know
The school district
The state education agency
The state department of health
The county department of health
Local healthcare systems/clinics

ABS15. Does your school collaborate with any health entities (e.g., the department of health or a local hospital/clinic) to collect data on student health, for example, reasons for absence?

Yes
No
Don’t know

Learning Modes

Learning24gate. Did your school offer in-person learning for students during the 2023-24 school year?

Learning24a. During this school year, did any of the following reasons cause your school to cancel in-person learning on short or unexpected notice for at least one day? {Display if Learning24gate = Yes}

	Yes	No
Excessive illness among students
Excessive illness among staff
Excessive illness in the general community (e.g., COVID-19, Influenza)
Excessive staff absence (non-illness related)
Excessive student absence (non-illness related)
Safety concerns due to violence (e.g., threats made against the school)
Safety concerns due to other factors (e.g., fire at nearby building, industrial issue impacting air quality)
Weather event or natural disaster
Other, please specify: ______________

Learning24b. When you had to cancel in-person learning, how many days did you do the following? {Display if ANY of Learning24a = yes}

Switch to virtual learning: _________ days
Not hold any classes: ________days

Learning25. Do you use any of the following methods to inform families and staff of unplanned closures or a change to virtual learning? {Display if Learning24gate = Yes}

	Yes	No
Dedicated school app
Email
Facebook
Instagram
Local news media
School text messaging service
School telephone tree
X (formerly Twitter)

Operations Follow-up

As this is the last month for 2023-24 School Pulse Panel (SPP), we are interested in learning about your experiences as a participant in the School Pulse Panel.

Par2. Were any of the following motivating factors for why you responded to a monthly SPP survey? Select all that apply.

The survey seemed to be a reasonable length
I was interested in the monthly topics
The reimbursement {Display if SCHFLAG = 1 OR 2}
I wanted to contribute to educational research
I wanted to provide data that could inform educational policy decisions
Other, please specify: _________
None of the above

Par1. If you did not participate in every monthly collection (August 2023-June 2024), why did you participate in one or some monthly collections but not others? Select all that apply.

My school participated in every monthly collection between August 2023 and June 2024
Time constraints
I did not receive the communications
The monthly question topics determined my interest in participating for a given month
I was tired of participating
I did not see the benefit to me or my school for participating
I was advised to stop participating by our district
I did not receive reimbursement in a timely manner {Display if SCHFLAG = 1 OR 2}
The monthly reimbursement amount of $200 was not high enough {Display if SCHFLAG = 1 OR 2}
Other, please specify: ______________

Sur1. Overall, how easy or difficult was it for you to complete an SPP monthly survey?

Very easy
Easy
Neither easy nor difficult
Difficult
Very difficult

Sur1a. What challenges, if any, did you experience completing the monthly surveys? Select all that apply.

I did not experience any challenges completing monthly surveys
Finding time to complete the survey
Difficulty answering items because data were not readily available
The two-week collection window was not long enough
Required coordination with other school or district staff to answer items
Difficulty finding the communications which contained the URL link to the survey
Other, please specify: ____________

DC1. You were given two weeks to complete each monthly survey. Was this a long enough timeframe to complete the survey?

DC2. Did you feel the length of the surveys and the time necessary to complete each one was reasonable to do on a monthly basis?

File Type	application/vnd.openxmlformats-officedocument.wordprocessingml.document
Author	Iaconelli, Ryan
File Modified	0000-00-00
File Created	2024-07-26

Appendix C4 SPP 2023-24 - May 2024 - June 2024 Surveys v9

School Pulse Panel 2023-24 Quarter 4 Revision