Technical Assistance: Creating a Safe and Respectful Environment in Our Nation's Classrooms Training Toolkit

Technical Assistance

Need help improving the conditions for learning in your school, district, state, or institution? Get Help

Upcoming Events

School Climate Webinar Series:
The Relationship Between Bullying and Other Forms of Youth Violence and Substance Use

May 22, 2013; 4:00 pm−5:30 pm ET
May 23, 2013; 11:00 am−12:30 pm ET

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Supportive School Discipline Webinar Series:
Using Youth Courts in Schools to Address Low-Level Offenses without System Involvement

May 29, 3:00-4:30 p.m. ET

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What's New

A new comprehensive report, America’s Drop Out Crisis: The Unrecognized Connection to Adolescent Substance Use, has been released. View Report

This training toolkit is made up of two modules that address bullying in classrooms. Specifically, it is designed for trainers to assist teachers in cultivating meaningful relationships with students while creating a positive climate in the classroom.

Module 1 - Understanding and Intervening in Bullying Behavior

Addresses how to identify and effectively intervene when bullying occurs (including tips on de-escalation).

              Trainer’s Guide, Overview, and Outline (PDF)
              PowerPoint (PPT)
              Handouts (PDF)
              Module 1 Trainer Feedback

Module 2 - Creating a Supportive Classroom Climate

Considers effective strategies to build a classroom climate where bullying is less likely to occur.

              Trainer’s Guide, Overview, and Outline (PDF)
              PowerPoint (PPT)
              Handouts (PDF)
              Module 2 Trainer Feedback

DESIGN TEAM NOTE: This training toolkit was intentionally designed to be offered as a series. The content of each module complements and completes the content contained in the other module. While Module 1 (Understanding and Intervening in Bullying Behavior) addresses how to identify and effectively intervene when bullying occurs (including tips on de-escalation), Module 2 (Creating a Supportive Classroom Climate) considers effective strategies to build a classroom climate where bullying is less likely to occur. It’s our belief that teachers and students alike are best served when BOTH modules are covered with teachers within a short timeframe of one another.

*Please return to this site once you’ve delivered this module and complete a short survey (see trainer feedback form links above) to provide feedback on how this content can be improved in the future.

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

2009 Parents and Teens Attitude Tracking Study

Consists of two nationally projectable samples: a survey that measures attitudes and behaviors of parents with children ages 10 to 19 that relate to substance abuse and a teen sample for students in grades nine through 12.

View Resource

News Clips

Webinar: Community Emergency Response Teams (CERTs) on Campuses

Did you know over 2,000 local jurisdictions and dozens of college and university campuses across the country have used the CERT model to prepare for disasters? Join us at 3:00 p.m. EDT on May 8, 2013 for a discussion of Campus CERT and its role in emergency preparedness. Read Story

ED Recognizes UN-Reno Cultural Diversity Center

ED has recognized the University of Nevada, Reno's Center for Student Cultural Diversity as a best-practice program for Achievement Gap Closure: Promising and Practical Strategies, which highlights the country's best programs in getting self-identified, underrepresented college students to graduation. Full Story

States Using S3 Grants For Scorecards To Gauge School Climate

Education Week (3/27, Shah, 39K) reports, "In 11 states, a new score card for high schools has been designed to measure school climate in an attempt to put safety and discipline, student engagement, and students' connection to school on the same footing as their performance in mathematics and reading." These assessments, intended for public review, "are based on a combination of student, staff-member, and parent perceptions of school climate and hard data on discipline, attendance, graduation, and dropout rates. States are enacting the new measures with support from roughly $37 million in Safe and Supportive School-or S3-grants won three years ago from the US Department of Education."

DC Charter Board Announces Special Education Discrimination Policy

The Washington Examiner (3/27, Baye, 93K) reports that under a new policy announced by the Washington, DC, Public Charter School Board on Tuesday, the District's "charter schools' special education programs will be investigated if the schools appear to discriminate against students with disabilities," adding, "eleven criteria can trigger an audit under the DC Public Charter School Board's new policy, including whether schools expel or suspend students with disabilities more frequently than other students, whether students with disabilities leave schools midyear more frequently than other students, or whether students with disabilities make up at least 7 percent of enrollment. The charter board initiated the change following a large number of questions about charter schools and their abilities to serve students with disabilities, said Naomi Deveaux, the board's deputy executive director."

Universities Trying To Make Education Accessible To Veterans

USA Today (3/26, Wang, 1.71M) reported, "Colleges across the country are scrambling to support growing student veteran populations that don't fit in so neatly on campuses of backpack-toting, fresh-out-of-high-school teenagers." Universities are "trying to make education accessible for people who volunteered to serve this country." In Indiana, for example, "many universities have established one-stop resource centers, such as IU's Office of Veterans Support Services."

Study Finds Top Universities Not Preparing Graduates For Dealing With Cybersecurity

The Washington Times (3/27, Waterman, 76K) reports the nation's "most prestigious institutes of higher learning are failing to prepare a new generation of students for leadership in a wired world," according a study published by the Pell Center for International Relations and Public Policy at Salve Regina University. "Pell Center Fellow Francesca Spidalieri surveyed 70 top-ranked master's degree-level programs in business, law, public affairs, public policy, international relations, criminal justice, and healthcare management. 'Not one of the programs reviewed - not one - includes any aspect of cybersecurity among their core requirements,' the summary states."

Non-Federal | Federal

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

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

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

Nominate a Survey

Alaska School Climate and Connectedness Survey

Constructs	Students - High Expectations, School Safety, School Leadership and Student Involvement, Respectful Climate, Peer Climate, Caring Adults, Parent and Community Involvement, Social and Emotional Learning, Student Delinquent Behaviors, Student Drug and Alcohol Use Staff - School Leadership and Involvement, Staff Attitudes, Student Involvement, Respectful Climate, School Safety, Parent and Community Involvement, Student Delinquent Behaviors, Student Drug and Alcohol Use
Respondents	Students, Staff
Reports	American Institutes for Research (2010). 2010 School Climate and Connectedness Survey Statewide Report: Student and Staff Results. Washington D.C. American Institutes for Research (2009). Alaska School Climate and Connectedness Student Survey Spring 2009 Scale Reliabilities Unpublished. Kendziora, K. and E. Spier (2011). Memo Regarding the Alaska School Climate and Connectedness Survey. Unpublished.
Survey Instruments	These survey instruments are not publicly available. Please contact Kim Kendziora at kkendziora@air.org for more information about this survey.

American Institutes for Research Conditions for Learning Survey

Constructs	Safe and Respectful Climate, High Expectations, Student Support, Social and Emotional Learning
Respondents	Students
Reports	Osher, D., Kendziora, K, and Chinen, M. (2008).Student Connection Research: Final Narrative Report to the Spencer Foundation. Washington, DC: American Institutes for Research Report. Available online at: http://www.air.org/expertise/index/?fa=viewContent&content_id=383. American Insitutes for Research (2007). Cronbach's Alpha Reliability Analysis Student Connection Survey Chicago 2007. Unpublished. Osher, D. (2011). Non-Original Items in AIR's 2007 Conditions for Learning Survey. Unpublished memo. Osher, D. (2011). AIR's 2007 Conditions for Learning Survey. Unpublished memo.
Survey Instruments	There is no charge for using this survey. Please contact David Osher at dosher@air.org for additional information.

California Healthy Kids Survey

Constructs	School connectedness, School supports - caring relationships, School supports - high expectations, School supports - opportunities for meaningful participation, Community supports - caring relationships, Community supports - high expectations, Community supports - opportunities for meaningful participation, Tobacco, alcohol, or drug use at school, Physical/ verbal/emotional violence victimization, Physical/ verbal/emotional violence perpetration, Harassment victimization, Peer supports - caring relationships, Peer supports - high expectations, Home supports - caring relationships, Home supports - high expectations, Home supports - opportunities for meaningful participation, Problem solving Self-efficacy, Cooperation and communication, Empathy, Self-awareness
Respondents	Students
Reports	Hanson, T.L. & Kim, J. O. (2007). Measuring resilience and youth development: The Psychometric properties of the Healthy Kids Survey. (Issues & Answers Report, -No. 034). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West. Available online at: http://www.ies.ed.gov/ncee/edlabs/regions/west/pdf/REL_2007034_sum.pdf. Furlong, M. J., L. M. O'Brennan, and S. You. (Forthcoming). Psychometric Properties of the Add Health School Connectedness Scale for 18 Socio-cultural Groups. Under review for publishing. Hanson, T.L. and G. Austin (2011). Internal Consistency Reliabilities for Healthy Kids School Climate Survey Instruments. Unpublished. Hanson, T.L. (n.d.) School Climate Domains and Cal-SCHLS Measures to Assess Them. Unpublished.
Survey Instruments	Please note that while a copy of the survey instrument is publicly available at http://chks.wested.org/administer/download, it is copyright protected. Information on obtaining the survey instrument can be found at: http://chks.wested.org/.

California School Climate Survey

Constructs	Collegiality, Resource provisions and training, Professional development – instruction, Professional development – cultural competence, Professional development – meeting student needs, Positive student learning environment, Caring and respectful relationships, High expectations of students, Opportunities for meaningful participation, Cultural sensitivity, Clarity and equity of discipline policies, Perceived school safety, Learning facilitative behavior, Learning barrier – risk behavior, Learning barrier – interpersonal conflict and destructive behavior
Respondents	Staff
Reports	You, Sukkyung, & Furlong, M. (nd) A psychometric evaluation of staff version of school climate survey. University of California, Santa Barbara. You, Sukkyung, O’Malley, M., & Furlong, M. (Under review). Brief California School Climate Survey: Dimensionality and measurement invariance across teachers and administrators. Submitted to Educational and Psychological Measurement. Hanson, T. and G. Austin (2011). Internal Consistency Reliabilities for Healthy Kids School Climate Survey Instruments. Unpublished. Hanson, T.L. (n.d.) School Climate Domains and Cal-SCHLS Measures to Assess Them. Unpublished.
Survey Instruments	Please note that while a copy of the survey instrument is publicly available at http://cscs.wested.org/training_support, it is copyright protected. Information on obtaining the survey instrument can be found at: http://cscs.wested.org/.

California School Parents Survey

Constructs	Facilitation of parent involvement, Positive student learning environment, Opportunities for meaningful participation, Cultural sensitivity, Clarity and equity of discipline policies, Perceived school safety, Learning barriers
Respondents	Parents
Reports	Hanson, T. and G. Austin (2011). Internal Consistency Reliabilities for Healthy Kids School Climate Survey Instruments. Unpublished. Hanson, T.L. (n.d.) School Climate Domains and Cal-SCHLS Measures to Assess Them. Unpublished.
Survey Instruments	Please note that while a copy of the survey instrument is publicly available at http://csps.wested.org/, it is copyright protected. Information on obtaining the survey instrument can be found at: http://cscs.wested.org/.

The Center for Research in Educational Policy School Climate Inventory

Constructs	Orderly School Environment; Instructional Leadership; Positive Learning Environment; Parent and Community Involvement; Well-Developed and Implemented Instruction; Expectations for Students; Collaboration among Administration, Faculty, and Students
Respondents	Teachers, Administrators and Professional Staff
Reports	Butler, E.D. and M.J. Alberg (1991). Tennessee School Climate Inventory: A Resource Manual. Memphis, TN: Center for Research in Education Policy. Franceschini III, L.A. (2009). Convergent Validity Study of the School Climate Inventory (SCI) Using Archived Tennessee Department of Education Indicators. Memphis, TN: Center for Research in Educational Policy. Butler, E.D. and M.J. Alberg (1991). SCI-R Reliability Coefficients on the Seven Dimensions. Unpublished. Butler, E.D. and M.J. Alberg (1991). School Climate Inventory. Unpublished. Franceschini III, L.F. (2011). SCI/SCI-R Missing Values Protocols. Unpublished.
Survey Instruments	This survey instrument is not publicly available. Please contact the Center for Research in Educational Policy at CREP@memphis.edu or 1-866-670-6147 for more information.

The Center for Social and Emotional Education Comprehensive School Climate Inventory

Constructs	Students - Orderly School Environment, Administration Provides Instructional Leadership, Positive Learning Environment, Parent and Community Involvement, Instruction is Well-Developed and Implemented, Expectations for Students, Collaboration between Administration, Faculty, and Students Staff - Rules & Norms, Physical & Emotional Bullying, Physical Surroundings, Social & Civic Learning, Professional Relationships, Respect & Diversity, Openness, Outreach to family members, Support for Learning, Administrator & Teacher Relationships Parents - Physical & Social Bullying, Respect & Diversity, Social Support -Adults (toward each other and toward students), Social & Civic Learning, Physical Surroundings, Rules & Norms, Student-Student Relationships, Support for Learning Community Members - Physical & Social Bullying, Respect & Diversity, Social Support -Adults (toward each other and toward students), Social & Civic Learning, Physical Surroundings, Rules & Norms, Student-Student Relationships, Support for Learning, and interest in supporting the school’s improvement efforts
Respondents	Students, Staff, Parents/Guardians, Community Members
Reports	Guo, P., Choe, J., & Higgins-D'Alessandro, A. (2011). Report of Construct Validity and Internal Consistency Findings for the Comprehensive School Climate Inventory. Fordham University. Higgins-D’Alessandro, Faster & Cohen, 2010). School Growth and Change: A Report Comparing Schools in 2007 and 2010. Fordham University and the National School Climate Center. Unpublished report, June 7, 2010. Sandy, S.V., Cohen, J. & Fisher, M.B. (2007). Understanding and Assessing School Climate: Development and Validation of the Comprehensive School Climate Inventory (CSCI). National School Climate Center. Unpublished paper.
Survey Instruments	These survey instruments are not publicly available. Please contact Darlene Faster, COO and Director of Communications, at the National School Climate Center at dfaster@schoolclimate.org or (212) 707-8799 x22 for more information on these surveys.

Communities That Care Youth Survey

Constructs	Community risk factors (low neighborhood attachment, community disorganization, transitions and mobility, perceived availability of drugs, perceived availability of handguns, laws and norms favorable to drug use); Community protective factors (opportunities for prosocial involvement, rewards for prosocial involvement); Family risk factors (family history of antisocial behavior, poor family management, family conflict, parental attitudes favorable towards drug use, parental attitudes favorable to antisocial behavior); Family protective factors (attachment, opportunities for prosocial involvement, rewards for prosocial involvement); School risk factors (academic failure, low commitment to school); School protective factors (opportunities for prosocial involvement, rewards for prosocial involvement); Peer-individual risk factors (rebelliousness, gang involvement, perceived risks of drug use, early initiation of drug use, early initiation of antisocial behavior, favorable attitudes toward drug use, favorable attitudes toward antisocial behavior; sensation seeking, rewards for antisocial involvement, friends’ use of drugs, interaction with antisocial peers, intentions to use); Peer-individual protective factors (interaction with prosocial peers, belief in the moral order, prosocial involvement, rewards for prosocial involvement, social skills, religiosity); Outcome measures (depression, antisocial behavior).
Respondents	Students
Reports	Community Youth Development Study. (2010). Communities That Care Youth Survey Item Construct Dictionary. Hawkins, J. D., Catalano, R. F., & Arthur, M. W. (2002). Promoting science-based prevention in communities. Addictive Behaviors 905, 1-26. Hawkins, J. D., Catalano, R. F., & Miller, J. Y. (1992). Risk and protective factors for alcohol and other drug problems in adolescence and early adulthood: Implications for substance abuse prevention. Psychological Bulletin, 112(1), 64-105. Arthur, M. W. (2011) The Communities That Care Youth Survey: Additional Information for Checklist Criteria. Unpublished memo. Monahan, K., Egan, E. A., Horn, M. L. V., Arthur, M., & Hawkins, D. (2011). Community-level effects of individual and peer risk and protective factors on adolescent substance use. Journal of Community Psychology, 39(4), 478-498. Fagan, A. A., Horn, M. L. V., Hawkins, J. D., & Arthur, M. (2007). Using community and family risk and protective factors for community-based prevention planning. Journal of Community Psychology, 35(4), 535-555. Calkins, S. D. (2009). Psychobiological models of adolescent risk: Implications for prevention and intervention. Developmental Psychobiology, 213-215. Schulenberg, J. E., & Maggs, J. L. (2008). Destiny matters: Distal developmental influences on adult alcohol use and abuse. Addiction, 103(Suppl. 1), 1-6. Williams, J. H., Ayers, C. D., & Arthur, M. W. (1997). Risk and protective factors in the development of delinquency and conduct disorder. In M. W. Fraser (Ed.), Risk and resilience in childhood: An ecological perspective (pp. 140-170). Washington, DC: NASW Press. Hawkins, J. D., Catalano, R. F., Kosterman, R., Abbott, R. D., & Hill, K .G. (1999). Preventing adolescent health risk behaviors by strengthening protection during childhood. Archives of Pediatric and Adolescent Medicine, 153(3), 226-234. Johnston, L.D., O’Malley, P. M., Bachman, J. G., & Schulenberg, J. E. (2011). Monitoring the Future national results on adolescent drug use: Overview of key findings, 2010. Ann Arbor: Institute for Social Research, The University of Michigan.
Survey Instruments	The 2010 survey instrument is not publicly available. Please contact Michael Arthur at marthur@u.washinton.edu for information about this survey.

The Consortium on Chicago School Research Survey of Chicago Public Schools

Constructs	Students - Academic Engagement, Academic Press, Peer Support for Academic Achievement, Teacher Personal Attention, School-Wide Future Orientation, Student Sense of Belonging, Safety, Incidence of Disciplinary Action, Student-Teacher Trust, Teacher Personal Support, Student Classroom Behavior Staff - Teacher-Principal Trust, Collective Responsibility, Teacher-Teacher Trust, School Commitment, Student Responsibility, Disorder and Crime, Teacher-Parent Interaction, Teacher-Parent Trust, Principal Instructional Leadership, Teacher Influence in Policy
Respondents	Students, Staff
Reports	Consortium on Chicago School Research. (n.d.) 2007 Consortium Survey Measures. Chicago: Author. Available online at http://ccsr.uchicago.edu/surveymeasures2007/ Consortium on Chicago School Research. (n.d.) A Primer on Rasch Analysis. Chicago: Author. Available online at http://ccsr.uchicago.edu/downloads/9585ccsr_rasch_analysis_primer.pdf Consortium on Chicago School Research. (n.d.) Alignment of the Five Fundamentals for School Success with Other Research. Chicago: Author. Available online at http://www.stratplan.cps.k12.il.us/pdfs/5_fundamentals/research_alignment-6-4-07.pdf Consortium on Chicago School Research. (n.d.) Dimensions of the Five Fundamentals for School Success. Chicago: Author. Montgomery, N. (2010). CCSR 5 Essentials Survey -2007 Scoring Sample. Unpublished.
Survey Instruments	Student surveys are available at http://ccsr.uchicago.edu/downloads/17242009_my_voice__9th-11th_student_codebook_.pdf and http://ccsr.uchicago.edu/downloads/23532009_my_voice_senior_student_codebook.pdf. Staff survey is available at http://ccsr.uchicago.edu/downloads/2009/HS_Teacher_Survey09Cdbk_8-6.pdf. Please note that the student and staff surveys are currently being updated and are copyrighted. Please contact Nick Montgomery at nmontgomery@uchicago.edu for additional information on these surveys.

Culture of Excellence & Ethics Assessment

Constructs	Students - Competencies: Excellence (Version 4.2 only), Competencies: Ethics (Version 4.2 only), School Culture: Excellence, School Culture: Ethics, Faculty Practices: Excellence, Faculty Practices: Ethics, Student Safety, Faculty Support for & Engagement of Students Faculty/Staff - Competencies: Excellence (Version 4.2 only), Competencies: Ethics (Version 4.2 only), School Culture: Excellence, School Culture: Ethics, Faculty Practices: Excellence, Faculty Practices: Ethics, Student Safety, Faculty Support for & Engagement of Students, Leadership Practices, Faculty Beliefs & Behaviors, Home-School Communication & Support Parents - Perception of School Culture, School Engaging Parents, Parents Engaging with School, Learning at Home/ Promoting Excellence, Parenting/Promoting Ethics
Respondents	Students, Faculty/Staff, Parents
Reports	Khmelkov, V. (2010). Culture of Excellence & Ethics Assessment, Student and Faculty Survey: Reliability, Validity & Other Psychometric Data, High School Sample . (power point presentation) Institute for Excellence and Ethics, Inc. Available online at http://excellenceandethics.org/assess/CEEA_v4.5_Psychometrics_HS.pdf. Khmelkov, V.T., Davidson, M.L, et al. (2011). Culture of Excellence & Ethics Assessment Survey Conceptual Description. Institute for Excellence and Ethics, Inc. Available online at http://www.excellenceandethics.com/assess/ CEEA_v4.5_Conceptual_Description.pdf. Khmelkov, V.T., Davidson, M.L, et al. (2011). Survey Components and Scale Matrix. Institute for Excellence and Ethics, Inc. Available online at http://www.excellenceandethics.com/assess/CEEA_v4.5_matrix.pdf. Khmelkov, V.T., Davidson, M.L. (2011). Culture of Ethics and Excellence Assessment Student and Faculty/Staff Survey Psychometric Data: High School Sample. Institute for Excellence and Ethics, Inc. Available online at http://www.excellenceandethics.com/assess/CEEA_v4.5_Psychometrics_HS.pdf. Khmelkov, V.T. (2011). Memo regarding Culture of Excellence & Ethics Assessment (CEEA) surveys, version 4.5. Unpublished.
Survey Instruments	These survey instruments can be used free of charge, subject to the conditions of the User Agreement, and can be found at: http://excellenceandethics.com/assess/ceea.php. Please contact Vlad Khmelkov at vkhmelkov@excellenceandethics.com for additional information.

Effective School Battery

Constructs	Students - Safety, Respect for Students, Planning and Action, Fairness of Rules, Clarity of Rules, Student Influence Teachers - Safety, Morale, Planning and Action, Smooth Administration, Resources for Instruction, Good Race Relations, Parent and Community Involvement, Student Influence, Avoidance of Grades as Sanction
Respondents	Students, Teachers
Reports	Gottfredson, G. D. (1999) The Effective School Battery User’s Manual. Marriottsville, MD: Gottfredson Associates, Inc. Available online at http://www.gottfredson.com/forms/ESBMan.pdf. Gottfredson, G.D. (n.d.) Selected Research Related to the Effective School Battery. Unpublished.
Survey Instruments	Additional information and order forms for these survey instruments can be found at: http://www.education.umd.edu/EDCP/schoolassess/Tools/ESB/ESB.html. Please contact Eva Yui at climate-assess@umd.edu for additional information.

Perceived School Experiences Scale

Constructs	Academic Motivation, Academic Press, School Connectedness
Respondents	Students
Reports	Anderson-Butcher, D., A. Amorose, A. Iachini, and A. Ball. (2011). The Development of the Perceived Schools Experiences Scale. Unpublished. Anderson-Butcher, D., A. Amorose, A. Iachini, and A. Ball. (2011). The Development of the Perceived Schools Experiences Scale – Response Memo. Unpublished.
Survey Instruments	There is no charge for using this survey. Please contact Dawn Anderson-Butcher at anderson-butcher.1@osu.edu for additional information.

Pride Learning Environment Survey

Constructs	School climate; teacher and student respect; student discipline; school safety; teacher to student relationships; teacher collaboration; student engagement; student encouragement; frequency of substance use; effect of alcohol, tobacco, and other drugs; age of first substance use; perceived harmful effects of alcohol, tobacco, and other drugs; parents’ feelings towards alcohol, tobacco, and other drugs; place of substance use; time of substance use; violence; bullying
Respondents	Students
Reports	Hall, D. (2011). Documentation Report for OSDFS-TES-LES. Unpublished. Hall, D. (2011). Learning Environment Survey Theoretical Framework. Unpublished. International Survey Associates. (2010). LES Item Dictionary. Unpublished. Hall, D. (2011). Analytic Strategies Employed for Pride Surveys Learning Environment Surveys. Unpublished. Hall, D. (2011). Factor Analysis Results 2011. Unpublished.
Survey Instruments	Please note that while a copy of the survey instrument is publicly available at http://dbdemo.pridesurveys.com, it is copyright protected. Information on obtaining the survey instrument can be found at: http://www.pridesurveys.com/Order/info.html.

Pride Teaching Environment Survey

Constructs	Like Teaching, Like Administrators – My School, Like Administrators – Instructional Leadership, Effective Teaching, Teacher Evaluation, Principal Support, Teacher Respect, Participatory Decision-making, Staff Collegiality, Desired Involvement in Improving Teaching Practices, Current Involvement in School Policies and Practices, Desired Involvement in Teaching Practice Policies, Student Discipline, Student Conduct Rules/Policies, Teacher Stress, Classroom Support, Teacher Attitude, Interpersonal Relationships, Student Engagement, Teacher Pay, Facilities and Resources, Teacher Workload
Respondents	Faculty
Reports	Hall, D. (2011) Documentation Report for OSHS – TES – LES. Unpublished. Hall, D. (2011). Teaching Environment Survey (TES) Theoretical Framework. Unpublished. Hall, D. (2011). Analytic Strategies Employed for Pride Survey’s TES Survey Effort. Unpublished. Hall, D. (2010). TES Factor Analysis Results – Summary. Unpublished. International Survey Associates, LLC. (2010). TES Item Dictionary. Unpublished.
Survey Instruments	Please note that while a copy of the survey instrument is publicly available at http://dbdemo.pridesurveys.com, it is copyright protected. Information on obtaining the survey instrument can be found at: http://www.pridesurveys.com/Order/info.html.

Search Institute Creating a Great Place to Learn Survey

Constructs	Students - Caring and Fair Staff, Parental Support and Achievement Values, Student Voice, Safety, Classroom Order, Peer Academic Influence, Academic Expectations, Active Learning, Sense of Belonging, Motivation Staff - Student-Staff Relationships, Staff Collective Efficacy, School-Community Relations, Staff Collegiality, Parental Involvement, Administrative Leadership, Academic Expectations, Students' Commitment to Learning, Safety, Classroom Order, Student Voice, Fairness and Consistency of Policies and Practices, Support for Instructional Improvement, Resource Adequacy, Commitment
Respondents	Students, Staff
Reports	Search Institute. (2006). Search Institute's Creating a Great Place to Learn Survey: A Survey of School Climate, Technical Manual. Minneapolis: Author. Available online at http://www.search institute.org/system/files/School+Climate--Tech+Manual.pdf Scales, P.S. (2011) Preparation of Dataset for Analysis. Unpublished memo.
Survey Instruments	These survey instruments are not publicly available. Please contact the Search Institute for additional information at http://www.search-institute.org/survey-services.

Secondary Classroom Climate Assessment Instrument

Constructs	Discipline environment, Student interactions, Learning assessment, Attitude and culture
Respondents	Students, Staff
Reports	Shindler, J., A. Jones, A.D. Williams, C. Taylor and H. Cadenas. (2009). Exploring the School Climate -- Student Achievement Connection: And Making Sense of Why the First Precedes the Second. Los Angeles: Alliance for the Study of School Climate. Alliance for the Study of School Climate (2011). Examining the Reliability and Validity of the ASSC/WASSC School Climate Assessment Instrument (SCAI). Unpublished (will be published on ASSC Website). Shindler, J. (2011). Untitled memo with psychometric information. Unpublished.
Survey Instruments	Survey instrument is not publicly available. Please contact John Shindler, Director of the Alliance for the Study of School Climate at jshindl@calstatela.edu for additional information on the CCAI.

Secondary School Climate Assessment Instrument

Constructs	Students: Physical appearance of the school, Student interactions, Discipline environment, Learning/assessment, Attitude and culture, Community relations Faculty: Physical appearance of the school, Faculty relations, Student interactions, Leadership decisions, Discipline environment, Learning/ assessment, Attitude and culture, Community Relations
Respondents	Students, Faculty, Parents
Reports	Shindler, J., A. Jones, A.D. Williams, C. Taylor and H. Cadenas. (2009). Exploring the School Climate -- Student Achievement Connection: And Making Sense of Why the First Precedes the Second. Los Angeles: Alliance for the Study of School Climate. Alliance for the Study of School Climate (2011). Examining the Reliability and Validity of the ASSC/WASSC School Climate Assessment Instrument (SCAI). Unpublished (will be published on ASSC Website). Shindler, J. (2011). Untitled memo with psychometric information. Unpublished.
Survey Instruments	This survey instrument is not publicly available. Please contact John Shindler, Director of the Alliance for the Study of School Climate at jshindl@calstatela.edu for additional information on the SCAI.