Technical Assistance
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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
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
What's New
A new comprehensive report, America’s Drop Out Crisis: The Unrecognized Connection to Adolescent Substance Use, has been released. View Report
Overview
SafeSupportiveLearning.ed.gov, is operated by the American Institutes for Research and overseen by the U.S. Department of Education's Office of Safe and Healthy Students, is committed to making its website accessible to the widest possible audience, including individuals with disabilities. SafeSupportiveSchools.ed.gov complies by implementing the regulations of Section 508 of the Rehabilitation Act.
For Alternate Access to Web Information
At this time, all SafeSupportiveLearning.ed.gov information should be accessible via screen readers and other accessibility tools with the exception of some pre-2001 information. This information may not be available in accessible formats.
- If you need an alternative means of access to any information on this website please contact us. Let us know the nature of your accessibility problem, the Web address of the requested information, and your contact information.
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If you need to convert PDF documents, Adobe® offers conversion tools at its Accessibility Resource Center.
Synopsis of Section 508 Accessibility Requirements Section 508 requires federal agencies to ensure that individuals with disabilities who are members of the public or federal employees have access to and use of electronic and information technology (EIT) that is comparable to that provided to individuals without disabilities, unless an undue burden would be imposed on the agency. The requirements of Section 508 apply to an agency's procurement of EIT, as well as the agency's development, maintenance, or use of EIT.
Although federal agencies have an explicit statutory obligation to make all electronic and information technology (EIT) that they develop, procure, maintain, or use compliant with Section 508, individuals may only file complaints or lawsuits to enforce Section 508's requirements with respect to EIT systems procured or deployed on or after June 21, 2001. Learn more at FAR Final Rule. The Section 508 requirements do not apply retroactively to pre-existing EIT. However, as agencies upgrade and change their electronic and information technology, they must comply with the standards. Specifically, the Electronic and Information Technology Accessibility Standards: Economic Assessment states that:
"The standards are to be applied prospectively and do not require federal agencies to retrofit existing electronic and information technology. As agencies upgrade and change their electronic and information technology, they must comply with the standards."
It should be noted, however, that federal agencies have additional responsibilities under Section 501 and Section 504 of the Rehabilitation Act. These Sections require that agencies provide reasonable accommodation to employees with disabilities and provide program access to members of the public with disabilities and take other actions necessary to prevent discrimination on the basis of disability in their programs.
To Learn More
The U.S. Access Board's Section 508 Homepage provides information on Section 508 law, frequently asked questions, and standards.
The Section 508 Homepage provides Section 508 tools, resources, standards, and news.
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.
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
SMU Emphasizes Awareness and Support in Changing Sexual Assault Culture
Men Walk in Heels to Raise Awareness
Virginia Tech Alumnus Supports Gun Violence Prevention
College Binge Drinking Raises Risk of Heart Disease
New York Man Accused of Cyber Stalking Michigan College Students
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."
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
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Constructs |
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Respondents |
Students, Staff |
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Reports |
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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
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Constructs |
Safe and Respectful Climate, High Expectations, Student Support, Social and Emotional Learning |
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Respondents |
Students |
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Reports |
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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
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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 |
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Respondents |
Students |
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Reports |
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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
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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 |
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Respondents |
Staff |
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Reports |
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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
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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 |
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Respondents |
Parents |
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Reports |
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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
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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 |
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Respondents |
Teachers, Administrators and Professional Staff |
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Reports |
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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
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Constructs |
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Respondents |
Students, Staff, Parents/Guardians, Community Members |
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Reports |
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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
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Constructs |
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Respondents |
Students |
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Reports |
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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
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Constructs |
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Respondents |
Students, Staff |
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Reports |
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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
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Constructs |
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Respondents |
Students, Faculty/Staff, Parents |
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Reports |
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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
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Constructs |
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Respondents |
Students, Teachers |
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Reports |
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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
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Constructs |
Academic Motivation, Academic Press, School Connectedness |
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Respondents |
Students |
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Reports |
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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
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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 |
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Respondents |
Students |
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Reports |
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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: |
Pride Teaching Environment Survey
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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 |
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Respondents |
Faculty |
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Reports |
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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: |
Search Institute Creating a Great Place to Learn Survey
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Constructs |
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Respondents |
Students, Staff |
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Reports |
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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
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Constructs |
Discipline environment, Student interactions, Learning assessment, Attitude and culture |
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Respondents |
Students, Staff |
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Reports |
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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
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Constructs |
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Respondents |
Students, Faculty, Parents |
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Reports |
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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. |









