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Professional Quality of Life Scale Survey

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Professional Quality of Life Scale Survey

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Social-Emotional Learning Programs | Second Step

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Discover Second Step, an evidence-based social-emotional learning curriculum that fosters students’ emotional intelligence, empathy, and problem-solving skills.

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Lions Quest and Social and Emotional Learning (SEL)

Lions Quest is a comprehensive and universal, evidence-based social and emotional learning program. SEL is a process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve goals, feel and show empathy for others, establish positive relationships, and make responsible decisions.

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Lions Quest programs are designed to create a learning environment based on the needs of all students in an environment in which no one is an outsider because everyone is needed, valued, and important.

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While everyone is working to create social distance, you may have a luxury rarely afforded before-time for online professional development. We encourage you to consider using this time to provide vital learning for yourself and your staff.

Safe & Civil Schools has been working to create a variety of web-based training options. Below are possible offerings at the individual, classroom, and schoolwide levels. We are also happy to work with you to create a customized plan that will meet your needs. We can train whole teams or individuals, in full-day inservice or hourly training sessions.
Please call 800.323.8819 or email our professional development specialists to create a plan to make the most of the current situation.
Building on over 30 years of experience, Randy Sprick and associates refine decades of research on effective teaching methods into practical, easy-to-use principles and procedures. Our staff development has helped school districts throughout North America build the knowledge base needed to create positive school environments that are emotionally and physically safe and that foster independence, integrity, confidence, self-control, kindness, and responsibility.

Explore our web site to learn how our workshops and inservice trainings, consultation, books, and DVDs result in outstanding professional development for K-12 educators. Then, contact us to learn how we can help! Working together we can make a positive difference in your school!

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Positive Behavior Management Strategies for K-12 Educators from Safe & Civil Schools

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While everyone is working to create social distance, you may have a luxury rarely afforded before-time for online professional development. We encourage you to consider using this time to provide vital learning for yourself and your staff. Safe & Civil Schools has been working to create a variety of web-based training options.

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The Youth Risk Behavior Surveillance System (YRBSS) monitors six categories of health-related behaviors that contribute to the leading causes of death and disability among youth and adults, including-

Behaviors that contribute to unintentional injuries and violence

Sexual behaviors related to unintended pregnancy and sexually transmitted diseases, including HIV infection

Alcohol and other drug use

Tobacco use

Unhealthy dietary behaviors

Inadequate physical activity

YRBSS also measures the prevalence of obesity and asthma and other health-related behaviors plus sexual identity and sex of sexual contacts.

YRBSS is a system of surveys. It includes 1) a national school-based survey conducted by CDC and state, territorial, tribal, and 2) local surveys conducted by state, territorial, and local education and health agencies and tribal governments.

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YRBSS | Youth Risk Behavior Surveillance System | Data | Adolescent and School Health | CDC

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The Youth Risk Behavior Surveillance System (YRBSS) monitors six types of health-risk behaviors that contribute to the leading causes of death and disability among youth and adults, including behaviors that contribute to unintentional injuries and violence; sexual behaviors that contribute to unintended pregnancy and sexually transmitted disease, including HIV infection; alcohol and other drug use; tobacco; unhealthy dietary behaviors; inadequate physical activity.

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Welcome to the Clemson University website for the Olweus Bullying Prevention Program (OBPP). This website is focused on bullying prevention research, OBPP training information, ongoing programming and training support of our certified Olweus Trainer-Consultants.

The Olweus Program (pronounced Ol-VAY-us) is a comprehensive approach that includes schoolwide, classroom, individual, and community components. The program is focused on long-term change that creates a safe and positive school climate. It is designed and evaluated for use in elementary, middle, junior high and high schools (K-12). The program's goals are to reduce and prevent bullying problems among school children and to improve peer relations at school. The program has been found to reduce bullying among students, improve the social climate of classrooms, and reduce related antisocial behaviors, such as vandalism and truancy. The Olweus Program has been implemented in more than a dozen countries around the world, and in thousands of schools in the United States.
Why the Olweus Bullying Prevention Program Works? Get all the answers to the most frequently asked questions (FAQs)
Our annual report, "Bullying in US Schools: 2019 Status Report", published in October 2019. This report updates the 2013 Status Report (Luxenberg, Limber, and Olweus 2014) and reflects the status of bullying around the United States during the 2015-2019 school years (August 1, 2014, through June 30, 2019).

The OBPP is one of the programs conducted by the Institute on Family and Neighborhood Life.

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Olweus Bullying Prevention Program, Clemson University

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Welcome to the Clemson University website for the Olweus Bullying Prevention Program (OBPP). This website is focused on bullying prevention research, OBPP training information, ongoing programming and training support of our certified Olweus Trainer-Consultants. The Olweus Program (pronounced Ol-VAY-us) is a comprehensive approach that includes schoolwide, classroom, individual, and community components.

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PowerPoint - Understanding SECD Assessment 

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PowerPoint - Understanding SECD Assessment 

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PowerPoint - Understanding SECD Assessment

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Annotated Table of Contents

Process Overview and How this Guide can be Utilized

Chapter 1- Is it Realistic to Include SEL Skills and Character on Report Cards?

Chapter 2 - Methods Currently in Practice: Yours and Others'

Chapter 3 - Adapting Your Report Card Comments for SEL and/or Character

Chapter 4 - Implementation and Case Study Examples

Chapter 5 - Implementation with Case Study Examples for Schools with Current SEL or Character Programming

Chapter 6 - Most Frequent Challenges Addressed and Overcome: Reassuring and Involving Parents, Aligning to Early Childhood Education and Career and Technical Education Goals

Chapter 7 - Checklist of Important Considerations

Chapter 8 - Literature Review on Previous Studies Related to "The Other Side" of the Report Card

Chapter 9 - Guidelines and Resources for Social-Emotional and Character Development Programming in Schools

Essential Reference Tables

Online Supplement - Developmentally Adapted SEL Likert Rating System With References

Online Supplement- SEL Skill Trajectory Grades 1-12

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Annotated Table of Contents Process Overview and How this Guide can be Utilized Chapter 1- Is it Realistic to Include SEL Skills and Character on Report Cards?

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Self-Assessing Social and Emotional Instruction and Competencies

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Self-Assessing Social and Emotional Instruction and Competencies

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Bullying Taskforce Recommendations - Implementation Guidance

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Bullying Taskforce Recommendations - Implementation Guidance

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SMHAC Report Bullying Prevention Final 1- 21-2021

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Support MTSS Success with FastBridge: Research-Led Innovation

Build a strong Multi-Tiered System of Supports (MTSS) that ensures educators have the right tools and the right data to provide timely, targeted supports with the FastBridge assessment system. FastBridge combines Computer-Adaptive Tests (CAT) and Curriculum-Based Measures (CBM) for universal screening and progress monitoring - and delivers reliable data and insights along with built-in assessment and instruction coaches - to transform the way you bolster student learning across reading, math and social-emotional behavior.

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Build a strong Multi-Tiered System of Supports (MTSS) that ensures educators have the right tools and the right data to provide timely, targeted supports with the FastBridge assessment system.

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How The KCTC Survey Benefits Our Communities And Our Schools

How well do we know our students?
What about what goes on outside of school? How do we know how to help them if we don't have a full picture of their challenges as well as the positive influences in their lives?

Watch Video

Data is not displayed if < 20 students or < 25% participation. Year to year differences in data may be affected by varying participation rates.

© 2020 Greenbush - The Southeast Kansas Education Service Center

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How The KCTC Survey Benefits Our Communities And Our Schools How well do we know our students? What about what goes on outside of school? How do we know how to help them if we don't have a full picture of their challenges as well as the positive influences in their lives?

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The Achenbach System of Empirically Based Assessment (ASEBA) offers a comprehensive approach to assessing adaptive and maladaptive functioning. Developed through decades of research and practical experience to identify actual patterns of functioning, the ASEBA provides professionals with user-friendly tools.

Numerous studies demonstrate significant associations between ASEBA scores and both diagnostic and special education categories. You can relate ASEBA directly to DSM-5 diagnostic categories by using the DSM-oriented scales for scoring ASEBA forms.

Please see our Gender-Inclusive Guidelines.

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ASEBA - The Achenbach System of Empirically Based Assessment

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ASEBA offers a comprehensive approach to assessing adaptive and maladaptive functioning. Developed through decades of research and practical experience to identify actual patterns of functioning, the ASEBA provides professionals with user-friendly tools.

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Comprehensive School Climate Inventory - CSCI

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Comprehensive School Climate Inventory - CSCI

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Measuring School Climate (CSCI)

The Comprehensive School Climate Inventory (CSCI) is a nationally-recognized school climate survey that provides an in-depth profile of your school community's particular strengths, as well as areas for improvement. With the CSCI, you can quickly and accurately assess student, parent/ guardian, and school personnel perceptions in order to get the data that you need to make informed decisions for lasting improvement.

The CSCI school climate survey is an empirically validated tool that has been used by thousands of educators, students, and parents/ guardians nationwide. To learn more about the research and design of the CSCI, click here

Find out more about the CSCI below or download the CSCI Features and Benefits for easy reference.

We selected the CSCI because it really fit our need to get a whole‐school profile - some staff members said it seemed specifically written for our school.

- Milena Garganigo, Assistant Principal, Wydown Middle School

CSCI Report

The CSCI Report is an essential tool for building an effective school climate improvement plan because it ensures that you are focused on the issues that matter most to your school community. Each school receives a customized, comprehensive report of their survey findings within two weeks of completing the CSCI. This report presents a detailed profile of your school's particular strengths and areas for improvement in a series of easy-to-understand charts, tables, and explanatory text to help you interpret your findings and prioritize which school climate dimensions to target for action planning.

Below is an overview of the four main sections within the report:
I. School Climate Overview I. School Climate Overview
This overview section will give you detailed information on survey response rates and an overall snapshot of how each population (students, parents, and personnel) views your school climate. To help you interpret this feedback, results are presented:

As scores that can be considered positive, negative and neutral

In rank order from the highest to lowest rated dimensions

As comparative profiles to help you identify variable or consistent viewpoints across populations for each dimension

Below you can view some samples charts from the School Climate Overview section of the CSCI Report:

The CSCI and data we got out of it has been formative. The access to differentiated results (grades, houses, academies, teachers, et al) gave us a real deep understanding of what was happening in the school that we'd never seen before.

-Harry Sherman, Principal Castle Hill Middle School (CSCI 2008)

II. In-Depth Profiles
This section provides detailed information on the rating patterns for each school climate dimension and shows viewpoints by sub-groups for each population (i.e. students by grade, parents by gender, etc.) to highlight particular concerns within a group.

The sub-groups included in the CSCI Report are:

Students-grade, gender, race/ethnicity, English as a first language, extra-curricular activities

School Personnel-grade, gender, years of experience, and department

Parents-child's grade, race/ethnicity, gender

Below are sample charts for the Rating Patterns and Sub-group data:
III. Detailed Findings
This section provides an item-by-item breakdown of the individual questions in the CSCI. It is presented by population (students, school personnel, and parents/ guardians), so you can compare responses to specific items within the survey. It also includes specific demographic breakdowns for each sub-group to support accurate analysis of population responses.

Below are sample charts from the Item-by-Item and Demographic sections:

The substantial and focused results [in the CSCI report] allowed us to create a targeted action plan. In the past 2 years we've seen a decrease in student behavior referrals and suspensions, substantial gains on state tests and overall student achievement, improvements in staff and student morale, and a decrease in teacher turn-over.

- Vanessa Camilleri, Social Emotional Learning Coordinator, The Arts and Technology Academy (PCS) (CSCI 2006, 2007, 2009)

IV. Recommendations
The Recommendations and Guidelines section provides essential guidance on how to reach the critical next step of translating the report findings into targeted action plans for sustained improvement.

In addition to best practice guidelines for the action planning process, you receive detailed Action Charts that include specific supports for each dimension highlighted in the report.

FAQ's About the CSCI

Has the CSCI been developed in a scientifically sound manner?
The CSCI was developed over a period of several years, building on theoretical and survey work done in the field of social and emotional education. In 2007, NSCC extensively tested the survey, using factor analysis and structural equation modeling to validate the sub-scales and confirm our theoretical model of school climate. With this data, we were able to determine whether questions grouped in the way we predicted and whether similar patterns existed across schools and groups of students, providing an empirical "seal of approval" for the CSCI.

How do we administer the CSCI?
NSCC staff will work with your school to develop a CSCI implementation plan. We will help you designate a School Climate Coordinator to work hand-in-hand with our School Support team. This coordinator will gain access to the School Climate Resource Center, our customized online portal designed to make the process seamless, straightforward, and simple. The Resource Center contains online survey links and support resources such as the administration checklist, best practices, sample form letters, FAQ's, advice from other School Climate Coordinators and more. It also contains real-time response rates and a simple calendar that keeps the coordinator updated of the survey administration progress. The survey is typically administered over a 2-week period (online or with paper and pencil).

What kind of report will we get?
Your school will receive a Presentation and CSCI Report PDF. The Presentation PDF is short and consists of images only, whereas the CSCI Report is longer and much more detailed; it has an item-by-item breakdown in the detailed findings section, as well as several helpful action charts for each school climate dimension.The are four sections in the CSCI Report: (1) an overview of school climate and of the report; (2) a narrative and numerical summary that describes how students, school personnel, and parents responded to the CSCI dimensions; (3) recommendations and guidelines; (4) detailed numerical findings that show how people responded to every single question in the CSCI. To learn more about the report click here.

At what grade levels can we use the CSCI with students?
There are two student versions:

Middle and High School: 6th to 12th grade

Elementary School: 3rd to 5th grade

Does the CSCI come in languages other than English?
Yes. Currently, the CSCI is available in Spanish. Please let us know if you have a need for additional translations.

How long does it take to take the CSCI?
The CSCI can be completed in a class period. For Students: It usually takes 20 minutes for students to complete the CSCI, but may take more time for younger students or students with special needs. For Adults: Generally, adults can complete the CSCI in 15-20 minutes. Schools have had success completing the CSCI during faculty or grade level meetings.

How will you use the demographic data that you request on the survey?
Demographic data is gathered for grade level, gender, and ethnicity, among other categories. This information is presented within the final report to show differences between certain sub-group categories for each of the school climate dimensions. Demographic populations lower than ten people will not be reported to protect anonymity of respondents.

Will my school report be confidential?
Yes. The CSCI is completely confidential.

When will we get back the report?
You will receive a PDF version of the report within two weeks after the survey close-date.

Do you compare and rate schools with the CSCI?
NSCC does not use the CSCI to compare or rate schools. The CSCI has been developed to support learning and improvement efforts based on each school's individual climate results and is not meant to be used as a norm-referenced tool. NSCC considers each school's report to be confidential and will only share a school's CSCI results and program work with its permission.

What have other schools said about the CSCI?
Schools have found the CSCI to be extremely helpful for many reasons. The CSCI provides reliable information about what the whole school community believes is and is not working. The CSCI provides a sound way to discover whether particular programs are helping. It also reveals important differences in perception between different groups. These groups may include students, teachers, parents and administrative staff.

We know what our concerns are. Is it still helpful to take the CSCI?
There are several reasons why it may be very useful to use the CSCI even when you have a good sense of your school's concerns. The CSCI provides scientifically-sound methods of gathering data that may confirm or expand your sense of the school's climate. Sometimes a school's sense of its climate may come from listening to only a few of the loudest voices. The CSCI is a way to hear from many voices that may not have been heard previously. Schools have found that the CSCI can help build a case, based on data, for moving ahead with action plans.

When we receive the CSCI report, what can we do with it?
CSCI findings can become the springboard for substantive and collaborative school improvement efforts. NSCC has developed a series of suggested "next steps" and school improvement tools to support sustained social, emotional, ethical and academic school improvement.

How much does it cost to administer the CSCI and get a report?
We have a variety of options that schools may want to consider. To learn more about these please click here.

Where might I get funds to help pay for the CSCI?
There are a variety of potential fund sources which may include violence prevention, school improvement, evaluation and assessment funds, drop out prevention, anti- bullying grants, and local school monies.

Who should I contact at NSCC if I am interested in learning more about the CSCI?
Contact Amanda Weitzel [email protected] or call 212-707-8799, extension 25.

Purchasing the CSCI

Online CSCI Surveys
Includes all versions of the Comprehensive School Climate Inventory (CSCI) surveys: School Personnel, Parents/ Guardians, Students - Elementary or Middle/High version

School Climate Portal
Online support site that includes detailed recommendations, checklists for administering the surveys, sample letter templates, and real-time online response rate data.

CSCI Report
Comprehensive, customized PDF report with graphic-rich data and recommended guidelines. Includes both narrative and numerical analysis of the major findings plus a summary of the report highlights.

Action Planning Resources
Includes Action Planning Resources that complement your CSCI Report and help to support the process of defining key priorities and outlining areas to target for future action plans.
Pricing:

Base package pricing is determined on a sliding scale based on student enrollment. The price includes online versions for all three populations (parents, students, and school personnel) and all other features noted above.

Paper surveys cost an additional $1.75 each to cover printing and scanning fees and includes freight costs.

For more information about the CSCI, please contact:
Amanda Weitzel, School Support Manager
[email protected]
212.707.8799 ext 25

To order and receive a price quote for administering the CSCI click here.

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Measuring School Climate (CSCI) - National School Climate Center

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The Comprehensive School Climate Inventory (CSCI) is a nationally-recognized school climate survey that provides an in-depth profile of your school community's particular strengths, as well as areas for improvement. With the CSCI, you can quickly and accurately assess student, parent/ guardian, and school personnel perceptions in order to get the data that you need to make informed decisions for lasting improvement.

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Search Institute has identified 40 positive supports and strengths that young people need to succeed. Half of the assets focus on the relationships and opportunities they need in their families, schools, and communities (external assets). The remaining assets focus on the social-emotional strengths, values, and commitments that are nurtured within young people (internal assets).

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The Developmental Assets Framework - Search Institute

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Search Institute has identified 40 positive supports and strengths that young people need to succeed, called the Developmental Assets Framework.

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Access hundreds of resources that promote student SEL and skill-building with Panorama's Playbook. Every resource in Playbook aligns to the topics on Panorama's SEL assessment so that educators can identify next steps and take action.

Playbook provides actionable resources created by successful educators or a trusted, expert partner, including: Second Step, Move This World, inspirED, Transforming Education, Character Lab, Teaching Tolerance, Diversity Talks, and Open Circle.

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Social Emotional Learning Assessment | Panorama Education

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Access hundreds of resources that promote student SEL and skill-building with Panorama's Playbook. Every resource in Playbook aligns to the topics on Panorama's SEL assessment so that educators can identify next steps and take action.

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The BERS-2 measures the personal strengths and competencies of children from three perspectives: self, parent, and teacher.

Features and benefits

Examines the child's interpersonal strengths, functioning in and at school, affective strength, intrapersonal strength, family involvement, and career strength.

Designed to be used in school settings, mental health clinics, juvenile justice settings, and child welfare agencies, the BERS-2 can be used to identify a child's strengths and weaknesses for intervention, target goals for IEPs and/or treatment plans, document progress, and help collect data for research purposes.

Four sets of normative data are provided-two for the teacher report (one for children with emotional and behavioral disorders; one for children without emotional and behavioral disorders), and one set each for the self and parent reports.

Test-retest reliability was excellent for all three forms; content validity, criterion validity, and construct validity all were examined and provide evidence that the BERS-2 is a valid measure of behavioral and emotional strengths.

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Behavioral and Emotional Rating Scale, 2nd Ed. (BERS-2) | PAR

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The BERS-2 measures the personal strengths and competencies of children from three perspectives: self, parent, and teacher. Examines the child's interpersonal strengths, functioning in and at school, affective strength, intrapersonal strength, family involvement, and career strength.

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A) 25 items on psychological attributes.
All versions of the SDQ ask about 25 attributes, some positive and others negative. These 25 items are divided between 5 scales:

1) emotional symptoms (5 items)

1) to 4) added together to
generate a total
difficulties score
(based on 20 items)

2) conduct problems (5 items)

3) hyperactivity/inattention (5 items)

4) peer relationship problems (5 items)

5) prosocial behaviour (5 items)

The same 25 items are included in questionnaires for completion by the parents or teachers of 4-17 year olds (Goodman, 1997).

A slightly modified informant-rated version for the parents or nursery teachers of 2-4 year olds. 22 items are identical, the item on reflectiveness is softened, and 2 items on antisocial behaviour are replaced by items on oppositionality.

Questionnaires for self-completion by adolescents ask about the same 25 traits, though the wording is slightly different (Goodman et al, 1998). This self-report version is suitable for young people aged around 11-17, depending on their level of understanding and literacy.

In low-risk or general population samples, it may be better to use an alternative three-subscale division of the SDQ into 'internalising problems' (emotional+peer symptoms, 10 items), 'externalising problems' (conduct+hyperactivity symptoms, 10 items) and the prosocial scale (5 items) ( Goodman et al, 2010).

B) An impact supplement

Several two-sided versions of the SDQ are available with the 25 items on strengths and difficulties on the front of the page and an impact supplement on the back. These extended versions of the SDQ ask whether the respondent thinks the young person has a problem, and if so, enquire further about chronicity, distress, social impairment, and burden to others. This provides useful additional information for clinicians and researchers with an interest in psychiatric caseness and the determinants of service use ( Goodman, 1999).

C) Follow-up questions

The follow-up versions of the SDQ include not only the 25 basic items and the impact question, but also two additional follow-up questions for use after an intervention. Has the intervention reduced problems? Has the intervention helped in other ways, e.g. making the problems more bearable? To increase the chance of detecting change, the follow-up versions of the SDQ ask about 'the last month', as opposed to 'the last six months or this school year', which is the reference period for the standard versions. Follow-up versions also omit the question about the chronicity of problems.

Last modified : 16/08/22

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A) 25 items on psychological attributes. All versions of the SDQ ask about 25 attributes, some positive and others negative.

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Tools for Assessing Social and Emotional Learning in Schools

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Tools for Assessing Social and Emotional Learning in Schools

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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The Assessment Guide provides several resources for practitioners to select and use measures of student SEL, including guidance on how to select an assessment and use student SEL data, a catalog of SEL assessments equipped with filters and bookmarking, and real-world accounts of how practitioners are using SEL assessments.

To access the Assessment Guide, please complete the following form.
Your information will not be shared and will be used for continuous improvement of the Assessment Guide.

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The Assessment Guide provides several resources for practitioners to select and use measures of student SEL, including guidance on how to select an assessment and use student SEL data, a catalog of SEL assessments equipped with filters and bookmarking, and real-world accounts of how practitioners are using SEL assessments.

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Kansas Curricular Student Competencies: School Counseling

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Kansas Curricular Student Competencies: School Counseling

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Social-Emotional Learning Assessment Measures for Middle School Youth

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Social-Emotional Learning Assessment Measures for Middle School Youth

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Social-emotional learning assessment measures for middle school youth (Grades 6-8)

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Standards - SECD - Student Growth Measure - K-12

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KSDE - Measuring Social-Emotional Growth Locally

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KSDE - Measuring Social-Emotional Growth Locally