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pdfSchool Survey on Crime and Safety (SSOCS)
2016 and 2018
OMB #1850-0761 v.7
Appendix B – SSOCS 2016 Questionnaire
National Center for Education Statistics
Institute of Education Sciences
U.S. Department of Education
March 13, 2015
Revised July 2015
OMB No. 1850-0761: Approval Expires xx/xx/xxxx
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Conducted by:
Collected by:
U.S. DEPARTMENT OF COMMERCE
U.S. DEPARTMENT OF EDUCATION
Economics and Statistics Administration
U.S. CENSUS BUREAU
NATIONAL CENTER FOR EDUCATION STATISTICS
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SCHOOL SURVEY ON CRIME AND SAFETY
PRINCIPAL QUESTIONNAIRE
2015–16 SCHOOL YEAR
This survey is designed to be completed by the principal or the person most knowledgeable
about school crime and policies to provide a safe environment at your school.
(Please correct any errors in name, address, and ZIP Code.)
THIS SURVEY HAS BEEN ENDORSED BY:
NOTICE
Your answers may be used only for statistical purposes and may not be disclosed, or used,
in identifiable form for any other purpose except as required by law [Education Sciences
Reform Act of 2002 (ESRA 2002) 20 U.S.C., § 9573]. Reports of the findings from the survey
will not identify participating districts, schools, or staff. Individual responses will be combined
with those from other participants to produce summary statistics and reports.
PLEASE RESPOND BY:
FORM SSOCS-1
(7-14-2015)
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110106
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DEFINITIONS
The following words are bolded and marked by an asterisk (*) wherever they appear
in the questionnaire. Please use these definitions as you respond.
Active shooter – an individual actively engaged
in killing or attempting to kill people in a confined
and populated area; in most cases, active
shooters use firearm(s) and there is no pattern or
method to their selection of victims.
At school/at your school – activities
happening in school buildings, on school grounds,
on school buses, and at places that hold
school-sponsored events or activities. Unless
otherwise specified, this refers to normal school
hours or to times when school activities/events
were in session.
Bullying – any unwanted aggressive behavior(s)
by another youth or group of youths who are not
siblings or current dating partners that involves an
observed or perceived power imbalance and is
repeated multiple times or is highly likely to be
repeated.
Cyberbullying – occurs when willful and
repeated harm is inflicted through the use of
computers, cell phones, or other electronic
devices.
Diagnostic assessment – an evaluation
conducted by a medical or mental health
professional that identifies whether an individual
has one or more medical and/or mental health
diagnoses. This is in contrast to an educational
assessment, which does not focus on clarifying a
student’s diagnosis.
Evacuation – a procedure that requires all
students and staff to leave the building. While
evacuating to the school’s field makes sense for a
fire drill that only lasts a few minutes, it may not
be an appropriate location for a longer period of
time. The evacuation plan should encompass
relocation procedures and include backup
buildings to serve as emergency shelters, such as
nearby community centers, religious institutions,
businesses, or other schools. Evacuation also
includes “reverse evacuation,” a procedure for
schools to return students to the building quickly if
an incident occurs while students are outside.
Firearm/explosive device – any weapon that
is designed to (or may readily be converted to)
expel a projectile by the action of an explosive.
This includes guns, bombs, grenades, mines,
rockets, missiles, pipe bombs, or similar devices
designed to explode and capable of causing bodily
harm or property damage.
Gang – an ongoing loosely organized
association of three or more persons, whether
formal or informal, that has a common name,
signs, symbols, or colors, whose members
engage, either individually or collectively, in
violent or other forms of illegal behavior.
Gender identity – means one’s inner sense
of one’s own gender, which may or may not
match the sex assigned at birth. Different
people choose to express their gender identity
differently. For some, gender may be expressed
through, for example, dress, grooming,
mannerisms, speech patterns, and social
interactions. Gender expression usually ranges
between masculine and feminine, and some
transgender people express their gender
consistent with how they identify internally,
rather than in accordance with the sex they
were assigned at birth.
Hate crime – A committed criminal offense
that is motivated, in whole or in part, by the
offender’s bias(es) against a race, religion,
disability, sexual orientation, ethnicity, gender,
or gender identity; also known as bias crime.
Lockdown – a procedure that involves
occupants of a school building being directed to
remain confined to a room or area within a
building with specific procedures to follow. A
lockdown may be used when a crisis occurs
outside of the school and an evacuation would
be dangerous. A lockdown may also be called
for when there is a crisis inside and movement
within the school will put students in jeopardy.
All exterior doors are locked and students and
staff stay in their classrooms.
Mental health disorders – collectively, all
diagnosable mental disorders or health
conditions that are characterized by alterations
in thinking, mood, or behavior (or some
combination thereof) associated with distress
and/or impaired functioning.
Mental health professionals – mental
health services are provided by several different
professions, each of which has its own training
and areas of expertise. The types of
professionals who may provide mental health
services include psychiatrists, psychologists,
psychiatric/mental health nurse practitioners,
psychiatric/mental health nurses, clinical social
workers, and professional counselors.
Physical attack or fight – an actual and
intentional touching or striking of another person
against his or her will, or the intentional causing
of bodily harm to an individual.
Rape – forced sexual intercourse (vaginal,
anal, or oral penetration). This includes sodomy
and penetration with a foreign object. Both male
and female students can be victims of rape.
[Counts of attempted rape should be added to
counts of rapes in your reporting of item 26a.]
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FORM SSOCS-1 (7-14-2015)
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DEFINITIONS – Continued
The following words are bolded and marked by an asterisk (*) wherever they appear
in the questionnaire. Please use these definitions as you respond.
Restorative circle – a formal mediation
process led by a facilitator that brings affected
parties of a problem together to explore what
happened, reflect on their roles, find a solution,
and ultimately restore harmony to individual
relationships and the larger community.
Robbery (taking things by force) – the taking
or attempting to take anything of value that is
owned by another person or organization, under
confrontational circumstances by force or threat
of force or violence and/or by putting the victim
in fear. A key difference between robbery and
theft/larceny is that robbery involves a threat or
assault.
Sexual assault – an incident that includes
threatened rape, fondling, indecent liberties, or
child molestation. Both male and female students
can be victims of sexual assault. Classification of
these incidents should take into consideration the
age and developmentally appropriate behavior of
the offender(s).
Sexual harassment – conduct that is
unwelcome, sexual in nature, and denies or limits
a student’s ability to participate in or benefit from a
school’s education program. The conduct can be
carried out by school employees, other students,
and non-employee third parties. Both male and
female students can be victims of sexual
harassment, and the harasser and the victim can
be of the same sex. The conduct can be verbal,
nonverbal, or physical.
Sexual orientation – means one’s emotional
or physical attraction to the same and/or opposite
sex.
Shelter-in-place – a procedure similar to a
lockdown in that the occupants are to remain on
the premises; however, shelter-in-place is
designed to use a facility and its indoor
atmosphere to temporarily separate people from a
hazardous outdoor environment. Everyone would
be brought indoors and building personnel would
close all windows and doors and shut down the
heating, ventilation, and air conditioning system
(HVAC). This would create a neutral pressure in
the building, meaning the contaminated air would
not be drawn into the building.
Special education student – a child with a
disability, defined as mental retardation, hearing
impairments (including deafness), speech or
language impairments, visual impairments
(including blindness), serious emotional
disturbance, orthopedic impairments, autism,
traumatic brain injury, other health impairments,
or specific learning disabilities, who needs special
education and related services and receives
these under the Individuals with Disabilities
Education Act (IDEA).
Specialized school – a school that is
specifically for students who were referred for
disciplinary reasons, although the school may
also have students who were referred for other
reasons. The school may be at the same
location as your school.
Theft/larceny (taking things worth over $10
without personal confrontation) – the unlawful
taking of another person’s property without
personal confrontation, threat, violence, or bodily
harm. This includes pocket picking, stealing a
purse or backpack (if left unattended or no force
was used to take it from owner), theft from a
building, theft from a motor vehicle or of motor
vehicle parts or accessories, theft of a bicycle,
theft from a vending machine, and all other
types of thefts.
Threat assessment team – a formalized
group of persons who meet on a regular basis
with the common purpose of identifying,
assessing, and managing students who may
pose a threat of targeted violence in schools.
Treatment – a clinical service addressed at
lessening or eliminating the symptoms of a
disorder. In mental health, this may include
psychotherapy, medication treatment, and/or
counseling.
Vandalism – the willful damage or destruction
of school property, including bombing, arson,
graffiti, and other acts that cause property
damage. This includes damage caused by
computer hacking.
Violence – actual, attempted, or threatened
fight or assault.
Weapon – any instrument or object used with
the intent to threaten, injure, or kill. This
includes look-alikes if they are used to threaten
others.
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FORM SSOCS-1 (7-14-2015)
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110205
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SURVEY INSTRUCTIONS:
For most questions, please mark the box that best reflects your school’s circumstances.
Please mark your response with an "X".
Some questions ask for counts or percents of items. Please place an "X" in the None box,
rather than leaving the item blank, if the number of such items at your school is zero.
It is not necessary to consult any records for items 9 and 39. Please provide estimates for
these questions.
Definitions are available for many terms on pages 2 and 3. Defined terms are bolded and
marked with an asterisk (*) throughout the survey.
Some questions refer to the 2015–16 school year. Please report for the school year to date.
Please have this questionnaire filled out by the person most knowledgeable about school crime
and policies to provide a safe environment.
Please keep a copy of the completed questionnaire for your records.
WHERE SHOULD I RETURN MY COMPLETED QUESTIONNAIRE?
Please return your completed questionnaire in the enclosed postage-paid envelope or mail it to:
U.S. Census Bureau
ATTN: DCB/PCSPU, Building 60A
1201 E. 10th Street
Jeffersonville IN 47132-0001
If you have any questions about this questionnaire, please contact the U.S. Census Bureau at:
1-888-595-1332 or at [email protected].
Paperwork Burden Statement
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of
information unless it displays a valid OMB control number. The valid OMB control number for this voluntary
information collection is 1850-0761. The time required to complete this information collection is estimated to
average 52 minutes per response, including the time to review instructions, search existing data resources,
gather the data needed, and complete and review the information collection. If you have any comments
concerning the accuracy of the time estimate, suggestions for improving this collection, or comments or
concerns about the contents or the status of your individual submission of this questionnaire, please write
directly to: School Survey on Crime and Safety (SSOCS), National Center for Education Statistics, 1990 K
Street, N.W., #9034, Washington, DC 20006.
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FORM SSOCS-1 (7-14-2015)
110304
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Please provide the following information:
Name of person completing form
010
Telephone number
Area code
Number
—
012
—
Title/position
Check one response.
014
1
Principal
2
Vice-principal or disciplinarian
3
Other – Please specify
015
Number of years at this school
016
Best days and times to reach you (in case we have further questions)
018
E-mail address
020
Is
022
the correct grade range for this school?
1
Yes
➤
2
No
➤
GO TO Question 1 on page 6.
Which of the following grades are offered in this school?
Check all that apply.
024
1
026
1
028
1
030
1
032
1
034
1
036
1
038
1
040
1
042
1
044
1
046
1
048
1
050
1
052
1
Prekindergarten
Kindergarten
1st
2nd
3rd
4th
5th
6th
7th
8th
9th
10th
11th
12th
Ungraded
GO TO QUESTION 1 ON PAGE 6.
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FORM SSOCS-1 (7-14-2015)
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110403
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School Practices and Programs
1.
During the 2015–16 school year, was it a practice of your school to do the following?
If your school changed its practices during the school year, please answer regarding your most
recent practice.
Check "Yes" or "No" on each line.
YES
NO
a.
b.
Require visitors to sign or check in and wear badges
110
1
2
Control access to school buildings during school hours
(e.g., locked or monitored doors)
112
1
2
Control access to school grounds during school hours
(e.g., locked or monitored gates)
114
1
2
d.
Require metal detector checks on students every day
116
1
2
e.
f.
Perform one or more random metal detector checks on students
120
1
2
Equip classrooms with locks so that doors can be locked from the inside
121
1
2
g.
h.
Close the campus for most or all students during lunch
122
1
2
Use one or more random dog sniffs to check for drugs
124
1
2
Perform one or more random sweeps for contraband (e.g., drugs
or weapons*), but not including dog sniffs
126
1
2
Require drug testing for athletes
128
1
2
Require drug testing for students in extra-curricular activities other than athletics
130
1
2
Require students to wear uniforms
134
1
2
Enforce a strict dress code
136
1
2
n.
Provide school lockers to students
138
1
2
o.
p.
Require clear book bags or ban book bags on school grounds
140
1
2
Have “panic button(s)” or silent alarm(s) that directly connect to law
enforcement in the event of an incident
139
1
2
Provide an electronic notification system that automatically notifies parents in
case of a school-wide emergency
141
1
2
Provide a structured anonymous threat reporting system (e.g., online
submission, telephone hotline, or written submission via drop box)
143
1
2
s.
Require students to wear badges or picture IDs
142
1
2
t.
Require faculty and staff to wear badges or picture IDs
144
1
2
u.
Use one or more security cameras to monitor the school
146
1
2
v.
Provide telephones in most classrooms
148
1
2
w.
Provide two-way radios to any staff
150
1
2
x.
Limit access to social networking websites (e.g., Facebook, Twitter, YouTube,
Instagram) from school computers
151
1
2
Prohibit use of cell phones and text messaging devices during school hours
153
1
2
c.
i.
j.
k.
l.
m.
q.
r.
y.
*Please use the definition on pages 2 and 3.
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FORM SSOCS-1 (7-14-2015)
110502
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2.
3.
4.
Does your school have a written plan that describes procedures to be performed in the following
scenarios?
YES
NO
a.
Active shooter*
155
1
2
b.
Natural disasters (e.g., earthquakes or tornadoes)
158
1
2
c.
Hostages
162
1
2
d.
e.
Bomb threats or incidents
166
1
2
Chemical, biological, or radiological threats or incidents (e.g., release of
mustard gas, anthrax, smallpox, or radioactive materials)
170
1
2
f.
Suicide threat or incident
169
1
2
g.
Pandemic flu
173
1
2
h.
Post-crisis reunification of students with their families
167
1
2
During the 2015–16 school year, has your school drilled students on the use of the following emergency
procedures?
Please respond to each of these according to the definitions provided on pages 2 and 3.
YES
NO
a.
Evacuation*
b.
c.
1
2
Lockdown*
165
1
2
Shelter-in-place*
167
1
2
During the 2015–16 school year, did your school have any formal programs intended to prevent or
reduce violence* that included the following components for students?
If a program has multiple components, answer "Yes" for each that applies.
Check "Yes" or "No" on each line.
YES
NO
a.
Prevention curriculum, instruction, or training for students (e.g., conflict
resolution, anti-bullying*, dating violence* prevention)
174
1
2
b.
Behavioral or behavior modification intervention for students (including the use
of positive reinforcements)
176
1
2
c.
Counseling, social work, psychological, or therapeutic activity for students
178
1
2
d.
Individual attention/mentoring/tutoring/coaching of students by students
180
1
2
e.
Individual attention/mentoring/tutoring/coaching of students by adults
181
1
2
f.
g.
Recreational, enrichment, or leisure activities for students
182
1
2
Student involvement in peer mediation
175
1
2
h.
Student court to address student conduct problems or minor offenses
177
1
2
i.
Student involvement in restorative circles* (e.g., "peace circles,"
"talking circles," "conflict circles")
179
1
2
j.
Social emotional learning (SEL) training for students (e.g., social skills,
anger management, mindfulness)
Programs to promote a sense of community/social integration among students
183
1
2
186
1
2
k.
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163
*Please use the definition on pages 2 and 3.
FORM SSOCS-1 (7-14-2015)
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110601
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5.
During the 2015–16 school year, did your school have a threat assessment team* or any other
formal group of persons to identify students who might be a potential risk for violent or harmful behavior
(toward themselves or others)?
600
1
2
➤
6.
➤
GO TO item 7 below.
During the 2015–16 school year, how often did your school’s threat assessment team* formally
meet?
Check one response.
602
1
2
3
4
7.
Yes
No
At least once a week
At least once a month
On occasion
Never
During the 2015–16 school year, did your school have any recognized student groups with the following
purposes?
Check "Yes" or "No" on each line.
YES
NO
a.
Acceptance of sexual orientation* and gender identity* of
students (e.g., Gay-Straight Alliance)
604
1
2
b.
Acceptance of students with disabilities (e.g., Best Buddies)
606
1
2
c.
Acceptance of cultural diversity (e.g., Cultural Awareness Club)
608
1
2
YES
NO
Parent and Community Involvement at School
8.
Which of the following does your school do to involve or help parents?
Check "Yes" or "No" on each line.
▲
a.
Have a formal process to obtain parental input on policies related to
school crime and discipline
190
1
2
b.
Provide training or technical assistance to parents in dealing with
students’ problem behavior
192
1
2
c.
Have a program that involves parents at school* helping to maintain school
discipline
194
1
2
*Please use the definition on pages 2 and 3.
8
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§,’"¤
FORM SSOCS-1 (7-14-2015)
110601
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9.
What is your best estimate of the percentage of students who had at least one parent or guardian
participating in the following events during the 2015–16 school year?
Check one response on each line.
0–25%
26–50%
51–75% 76–100%
School does
not offer
a.
Open house or back-to-school
night
196
1
2
3
4
5
b.
Regularly scheduled
parent-teacher conferences
198
1
2
3
4
5
c.
Special subject-area events
(e.g., science fair, concerts)
200
1
2
3
4
5
d.
Volunteered at school* or
served on a committee
202
1
2
3
4
5
10. During the 2015–16 school year, were any of the following community and outside groups involved in
your school’s efforts to promote safe, disciplined, and drug-free schools?
Check "Yes" or "No" on each line.
▲
YES
NO
a.
Parent groups
204
1
2
b.
Social service agencies
206
1
2
c.
Juvenile justice agencies
208
1
2
d.
Law enforcement agencies
210
1
2
e.
Mental health agencies
212
1
2
f.
Civic organizations/service clubs
214
1
2
g.
Private corporations/businesses
216
1
2
h.
Religious organizations
218
1
2
*Please use the definition on pages 2 and 3.
FORM SSOCS-1 (7-14-2015)
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110700
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School Security Staff
11. During the 2015–16 school year, did you have any sworn law enforcement officers (including School
Resource Officers) present at your school* at least once a week?
Do not include security guards or other security personnel who are not sworn law enforcement in
your response to this item; information on additional security staff is gathered in item 19.
610
➤
1
Yes
2
No
➤
GO TO item 19 on page 12.
12. Were sworn law enforcement officers (including School Resource Officers) used at least once a
week in or around your school at the following times?
Do not include security guards or other security personnel who are not sworn law enforcement in
your response to this item; information on additional security staff is gathered in item 19.
Check "Yes" or "No" on each line.
YES
NO
a.
At any time during school hours
612
1
2
b.
While students were arriving or leaving
614
1
2
c.
At selected school activities (e.g., athletic and social events, open houses,
science fairs)
616
1
2
d.
When school/school activities were not occurring
618
1
2
13. Did any of the sworn law enforcement officers (including School Resource Officers) at your school*
routinely:
Do not include security guards or other security personnel who are not sworn law enforcement in
your response to this item; information on additional security staff is gathered in item 19.
Check "Yes" or "No" on each line.
YES
▲
a.
Carry a stun gun (e.g., Taser gun)
620
1
2
b.
Carry chemical aerosol sprays (e.g., Mace, pepper spray)
622
1
2
c.
Carry a firearm*
624
1
2
d.
Wear a body camera
626
1
2
*Please use the definition on pages 2 and 3.
10
NO
▲
§,)*¤
FORM SSOCS-1 (7-14-2015)
110809
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14. Did these sworn law enforcement officers (including School Resource Officers) participate in the
following activities at your school*?
Do not include security guards or other security personnel who are not sworn law enforcement in
your response to this item; information on additional security staff is gathered in item 19.
Check "Yes" or "No" on each line.
YES
NO
a.
Motor vehicle traffic control
628
1
2
b.
Security enforcement and patrol
630
1
2
c.
Maintaining school discipline
632
1
2
d.
e.
Coordinating with local police and emergency team(s)
634
1
2
Identifying problems in the school and proactively seeking solutions
to those problems
636
1
2
Training teachers and staff in school safety or crime prevention
638
1
2
g.
Mentoring students
640
1
2
h.
Teaching a law-related education course or training students (e.g.,
drug-related education, criminal law, or crime prevention courses)
642
1
2
Recording or reporting discipline problems to school authorities
644
1
2
Providing information to school authorities about the legal definitions
of behavior for recording or reporting purposes (e.g., defining assault
for school authorities)
646
1
2
f.
i.
j.
15. During the 2015–16 school year, did your school have a sworn law enforcement officer (including
School Resource Officers) present for all instructional hours every day that school was in session?
Include officers who are used as temporary coverage while regularly assigned officers are performing
duties external to the school (such as attending court) or during these officers’ personal leave time.
Check "No" if your school does not have officer coverage while regularly assigned officers are
performing duties external to the school (such as attending court) or during these officers’ personal
leave time.
Do not include security guards or other security personnel who are not sworn law enforcement in your
response to this item; information on additional security staff is gathered in item 19.
648
1
Yes
2
No
16. During the 2015–16 school year, did your school or school district have any formalized policies or
written documents (e.g., Memorandum of Use, Memorandum of Agreement) that outlined the roles,
responsibilities, and expectations of sworn law enforcement officers (including School Resource
Officers) at school?
650
▲
1
Yes
2
No
➤
➤
CONTINUE to item 17 on page 12.
GO TO item 18 on page 12.
*Please use the definition on pages 2 and 3.
FORM SSOCS-1 (7-14-2015)
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110908
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17. Did these formalized policies or written documents include language defining the role of sworn law
enforcement officers (including School Resource Officers) at school in the following areas?
Check "Yes," "No," or "Don’t know" on each line.
DON’T
KNOW
NO
YES
a.
Student discipline
652
1
2
3
b.
Use of physical restraints (e.g., handcuffs, Tasers,
Mace, pepper spray, or other physical or chemical
restraints)
654
1
2
3
c.
Use of firearms*
656
1
2
3
d.
Making arrests on school grounds
658
1
2
3
e.
Reporting of criminal offenses to a law enforcement
agency
660
1
2
3
18. How many of the following were present in your school at least once a week?
If an officer works full-time across various schools in the district, please count this officer as
"part-time" for your school.
Do not include security guards or other security personnel who are not sworn law enforcement in
your response to this item; information on additional security staff is gathered in item 19.
If none, please place an "X" in the None box.
a.
b.
Number
at your school*
School Resource Officers (Include all career sworn law enforcement
officers with arrest authority, who have specialized training and are
assigned to work in collaboration with school organizations.)
i. Full-time
236
0
None
ii. Part-time
238
0
None
i. Full-time
240
0
None
ii. Part-time
242
0
None
Sworn law enforcement officers who are not School Resource Officers
19. Aside from School Resource Officers or other sworn law enforcement officers, how many additional
security guards or security personnel were present in your school at least once a week?
If a security guard or other security personnel works full-time across various schools in the district,
please count this person as “part-time” for your school.
If none, please place an "X" in the None box.
Number
at your school*
Security guards or security personnel
▲
i. Full-time
232
0
None
ii. Part-time
234
0
None
*Please use the definition on pages 2 and 3.
12
▲
§,+(¤
FORM SSOCS-1 (7-14-2015)
111007
▼
▼
School Mental Health Services
20. During the 2015–16 school year, were the following mental health services available to students
under the official responsibilities of a licensed mental health professional*?
Check "Yes" or "No" for each type of service available to students, regardless of whether the
service was used this school year.
Please respond to each of these according to the definitions provided on pages 2 and 3.
Service was available to students...
AT SCHOOL*
by a mental health
professional* employed by
the school or district
YES
AT SCHOOL*
OUTSIDE OF SCHOOL
by a mental health
professional* other than a
school or district employee,
funded by the school or district
by a mental health
professional* other than a
school or district employee,
funded by the school or district
NO
YES
NO
YES
NO
a. Diagnostic
assessment* for
mental health
disorders*
662 1
2
664 1
2
666 1
2
668 1
2
670 1
2
672 1
2
b. Treatment* for
mental health
disorders*
21. During the 2015–16 school year, to what extent did the following factors limit your school’s efforts to
provide mental health services to students?
Check one response on each line.
Limits in
major way
a.
Does not
limit
Inadequate access to licensed mental health
professionals*
674
1
2
3
b.
Inadequate funding
676
1
2
3
c.
Potential legal issues for school or district
(e.g., malpractice, insufficient supervision)
678
1
2
3
d.
Lack of parental support in addressing their
children’s mental health disorders*
680
1
2
3
e.
Lack of community support for providing mental
health services to students in your school
682
1
2
3
f.
Written or unwritten policies regarding the school’s
requirement to pay for the diagnostic assessment
or treatment of students
684
1
2
3
Reluctance to label students with mental health
disorders* to avoid stigmatizing the child
686
1
2
3
g.
▲
Limits in
minor way
*Please use the definition on pages 2 and 3.
FORM SSOCS-1 (7-14-2015)
§,,’¤
▲
111106
13
▼
▼
Staff Training
22. During the 2015–16 school year, did your school or school district provide any of the following
for classroom teachers or aides?
Check "Yes" or "No" on each line.
YES
NO
a.
Training in classroom management for teachers
266
1
2
b.
Training in school-wide discipline policies and practices related to
violence*
268
1
2
Training in school-wide discipline policies and practices related to
cyberbullying*
265
1
2
Training in school-wide discipline policies and practices related to
bullying* other than cyberbullying*
267
1
2
Training in school-wide discipline policies and practices related to alcohol
and/or drug use
269
1
2
Training in safety procedures (e.g., how to handle emergencies)
270
1
2
c.
d.
e.
f.
Training in recognizing early warning signs of students likely to exhibit
violent behavior
Training in intervention and referral strategies for students displaying
signs of mental health disorders* (e.g., depression, mood
disorders, ADHD)
272
1
2
271
1
2
i.
Training in recognizing physical, social, and verbal bullying* behaviors
273
1
2
j.
Training in recognizing signs of students using/abusing alcohol and/or
drugs
274
1
2
k.
Training in positive behavioral intervention strategies
276
1
2
l.
Training in crisis prevention and intervention
277
1
2
g.
h.
*Please use the definition on pages 2 and 3.
▲
▲
14
§,-&¤
FORM SSOCS-1 (7-14-2015)
111205
▼
▼
Limitations on Crime Prevention
23. To what extent do the following factors limit your school’s efforts to reduce or prevent crime?
Check one response on each line.
Limits in
major way
a.
Lack of or inadequate teacher training in classroom
management
Limits in
minor way
Does not
limit
280
1
2
3
b.
Lack of or inadequate alternative
placement/programs for disruptive students
282
1
2
3
c.
Likelihood of complaints from parents
284
1
2
3
d.
Lack of teacher support for school policies
286
1
2
3
e.
Lack of parental support for school policies
288
1
2
3
f.
Teachers’ fear of student retaliation
290
1
2
3
g.
Fear of litigation
292
1
2
3
h.
Inadequate funds
294
1
2
3
i.
Inconsistent application of school
policies by faculty or staff
296
1
2
3
j.
Fear of district or state reprisal
298
1
2
3
Federal, state, or district policies on
disciplining special education students*
300
1
2
3
Federal policies on discipline and safety other than
those for special education students*
302
1
2
3
State or district policies on discipline and safety
other than those for special education
students*
304
1
2
3
k.
l.
m.
Frequency of Crime and Violence at School
24. During the 2015–16 school year, have any of your school’s students, faculty, or staff died as a
result of a homicide committed at your school*?
306
Yes
1
2
2
No
25. During the 2015–16 school year, has there been at least one incident at your school* that
involved a shooting (regardless of whether anyone was hurt)? Please include those incidents that
occurred at school*, regardless of whether a student or non-student used the firearm*.
308
▲
1
Yes
2
No
*Please use the definition on pages 2 and 3.
FORM SSOCS-1 (7-14-2015)
▲
§,+(¤
111007
15
▼
▼
Number of Incidents
26. Please record the number of incidents that occurred at school* during the 2015–16 school year
for the offenses listed below. (NOTE: The number in column 1 should be greater than or equal to
the number in column 2.)
If none, please place an "X" in the None box.
Please provide information on:
The number of incidents, not the number of victims or offenders.
Recorded incidents, regardless of whether any disciplinary action was taken.
Recorded incidents, regardless of whether students or non-students were involved.
Incidents occurring before, during, or after normal school hours.
Column 1
Column 2
Total number
of recorded incidents
a. Rape* or attempted rape*
Number reported to police or
other law enforcement
310
0
None
312
0
None
314
0
None
316
0
None
318
0
None
320
0
None
322
0
None
324
0
None
326
0
None
328
0
None
330
0
None
332
0
None
334
0
None
336
0
None
338
0
None
340
0
None
342
0
None
344
0
None
346
0
None
348
0
None
350
0
None
352
0
None
354
0
None
356
0
None
355
0
None
357
0
None
358
0
None
360
0
None
362
0
None
364
0
None
b. Sexual assault* other than
rape* (include threatened rape*)
c. Robbery* (taking things by force)
i. With a weapon*
ii. Without a weapon*
d. Physical attack or fight*
i. With a weapon*
ii. Without a weapon*
e. Threats of physical attack*
i. With a weapon*
ii. Without a weapon*
f. Theft/larceny* (taking things
worth over $10 without personal
confrontation)
g. Possession of a firearm or
explosive device*
h. Possession of a knife or
i.
sharp object
Distribution, possession,
or use of illegal drugs
j. Inappropriate distribution, possession,
k.
or use of prescription drugs
Distribution, possession,
or use of alcohol
l. Vandalism*
▲
*Please use the definition on pages 2 and 3.
16
§,,’¤
▲
FORM SSOCS-1 (7-14-2015)
111106
▼
▼
27. Please record the number of arrests that occurred at your school during the 2015–16 school year.
Please include all arrests that occurred at school*, regardless of whether a student or
non-student was arrested.
If none, please place an "X" in the None box.
Number of arrests
688
0
None
28. During the 2015–16 school year, how many hate crimes* occurred at your school*?
If none, please place an "X" in the None box.
Number of hate crimes*
690
➤
0
None
➤
GO TO item 30 below.
29. To the best of your knowledge, were any of these hate crimes* motivated by the offender’s
bias against the following characteristics?
Check "Yes" or "No" on each line.
If a hate crime* was motivated by multiple characteristics, answer "Yes" for
each that applies.
YES
NO
a.
Race or color
692
1
2
b.
National origin or ethnicity
694
1
2
c.
Gender
696
1
2
d.
Religion
698
1
2
e.
Disability
700
1
2
Sexual Orientation*
702
1
2
704
1
2
f.
g. Gender Identity*
30. How many times during the 2015–16 school year were activities disrupted by unplanned fire
alarms (i.e., false alarms)?
Do not include fire alarms due to actual emergencies.
If none, please place an "X" in the None box.
Number of unplanned fire alarms
370
0
None
31. Excluding planned and unplanned fire alarms, how many times during the 2015–16 school year
were activities disrupted by other actions, such as death threats, bomb threats, or chemical,
biological, or radiological threats?
If none, please place an "X" in the None box.
Number of disruptions
372
0
None
*Please use the definition on pages 2 and 3.
▲
▲
FORM SSOCS-1 (7-14-2015)
§,-&¤
111205
17
▼
▼
Disciplinary Problems and Actions
32. To the best of your knowledge, how often do the following types of problems occur at your
school*?
Check one response on each line.
Happens
daily
Happens at Happens at
least once a least once a Happens on
occasion
week
month
Never
happens
a.
Student racial/ethnic tensions
374
1
2
3
4
5
b.
Student bullying*
376
1
2
3
4
5
c.
Student sexual harassment*
of other students
378
1
2
3
4
5
d.
Student harassment of other
students based on sexual
orientation*
381
1
2
3
4
5
e.
Student harassment of other
students based on gender
identity*
383
1
2
3
4
5
f.
Widespread disorder
in classrooms
382
1
2
3
4
5
Student verbal abuse
of teachers
380
1
2
3
4
5
h.
Student acts of disrespect for
teachers other than verbal abuse
384
1
2
3
4
5
i.
Gang* activities
386
1
2
3
4
5
g.
33. To the best of your knowledge, thinking about problems that can occur anywhere (both at your
school and away from school), how often do the following occur?
Check one response on each line.
Happens
daily
Happens at Happens at
least once a least once a Happens on
occasion
week
month
Never
happens
a.
Cyberbullying* among students
who attend your school
389
1
2
3
4
5
b.
School environment is affected
by cyberbullying*
391
1
2
3
4
5
c.
Staff resources are used to deal
with cyberbullying*
393
1
2
3
4
5
*Please use the definition on pages 2 and 3.
▲
▲
18
§,.%¤
FORM SSOCS-1 (7-14-2015)
111304
▼
▼
34. During the 2015–16 school year, did your school allow for the use of the following disciplinary
actions? If "yes," were the actions used this school year?
Does your school
allow for use of the
following?
YES
a.
Removal with no continuing school
services for at least the remainder of the
school year
YES
NO
390
1
2
392
1
2
394
1
2
396
1
2
398
1
2
400
1
2
402
1
2
404
1
2
406
1
2
408
1
2
410
1
2
412
1
2
414
1
2
416
1
2
ii. With curriculum/services provided
418
1
2
420
1
2
g.
Referral to a school counselor
422
1
2
424
1
2
h.
Assignment to a program (during school
hours) designed to reduce disciplinary
problems
426
1
2
428
1
2
Assignment to a program (outside of school
hours) designed to reduce disciplinary
problems
430
1
2
432
1
2
Loss of school bus privileges due to
misbehavior
434
1
2
436
1
2
Corporal punishment
438
1
2
440
1
2
Placement on school probation with
consequences if another incident occurs
442
1
2
444
1
2
Detention and/or Saturday school
446
1
2
448
1
2
n.
Loss of student privileges
450
1
2
452
1
2
o.
Requirement of participation in community
service
454
1
2
456
1
2
b.
c.
d.
e.
Removal with school-provided tutoring/athome instruction for at least the remainder of
the school year
Transfer to a specialized school* 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
i. With no curriculum/services provided
ii. With curriculum/services provided
f.
In-school suspension for less than the
remainder of the school year
i. With no curriculum/services provided
i.
j.
k.
l.
m.
▲
NO
If “Yes,” was the
action used this
school year?
*Please use the definition on pages 2 and 3.
FORM SSOCS-1 (7-14-2015)
▲
§,/$¤
111403
19
▼
▼
35. During the 2015–16 school year, how many students were involved in committing the
following offenses, and how many of the following disciplinary actions were taken in response?
If none, please place an "X" in the None box.
Please follow these guidelines when determining the number of offenses and disciplinary actions:
If more than one student was involved in an incident, please count each student separately when
providing the number of disciplinary actions.
If a student was disciplined more than once, please count each offense separately (e.g., a student
who was suspended five times would be counted as five suspensions).
If a student was disciplined in two different ways for a single infraction (e.g., the student was both
suspended and referred to counseling), count only the most severe disciplinary action
that was taken.
If a student was disciplined in one way for multiple infractions, record the disciplinary action for only
the most serious offense.
1
Total students
involved in
recorded
offenses
(regardless of
disciplinary
action)
a.
b.
c.
d.
e.
Use/possession of a
firearm/
explosive device*
458
Use/possession of a
weapon* other
than a firearm/
explosive device*
468
Distribution,
possession, or use
of illegal drugs
478
Distribution,
possession, or use
of alcohol
488
Physical attacks
or fights*
Column number
3
2
Removals with
no continuing
school services
for at least the
remainder of
the school year
460
0
None
462
0
None
470
0
None
0
None
0
None
0
None
None
498
0
None
None
0
None
0
None
466
0
None
0
None
0
None
0
None
0
None
0
None
0
None
0
None
496
None
504
0
None
486
494
None
0
476
484
0
None
Other
disciplinary
action (e.g.,
suspension for
less than 5
days, detention,
etc.)
474
502
0
Out-of-school
suspensions
lasting 5 or
more days, but
less than the
remainder of
the school year
None
492
500
0
0
482
490
5
464
472
480
0
Transfers to
specialized
schools*
4
506
0
None
36. During the 2015–16 school year, how many of the following occurred?
If none, please place an "X" in the None box.
Total number
a.
b.
Students were removed from your school without continuing services for
at least the remainder of the school year for disciplinary reasons.
(NOTE: This number should be greater than or equal to the sum of entries
in item 35, column 2.)
Students were transferred to specialized schools* for
disciplinary reasons. (NOTE: This number should be greater than or
equal to the sum of entries in item 35, column 3.)
518
0
None
0
None
520
*Please use the definition on pages 2 and 3.
▲
▲
20
§,0#¤
FORM SSOCS-1 (7-14-2015)
111502
▼
▼
School Characteristics: 2015–16 School Year
37. As of October 1, 2015, what was your school’s total enrollment?
Students
522
38. What percentage of your current students fit the following criteria?
If none, please place an "X" in the None box.
Percent of students
a. Eligible for free or reduced-price lunch
%
524
0
%
526
b. Limited English Proficient (LEP)
0
c.
None
None
%
528
Special education students*
0
d. Male
None
%
530
0
None
39. What is your best estimate of the percentage of your current students who meet the
following criteria?
If none, please place an "X" in the None box.
Percent of students
a. Below the 15th percentile on standardized tests
%
532
0
None
%
534
b. Likely to go to college after high school
0
c. Consider academic achievement to be very important
None
%
536
0
None
40. How many classroom changes do most students make in a typical day?
Count going to lunch and then returning to the same or a different classroom as two
classroom changes. Do not count morning arrival or afternoon departure.
If none, please place an "X" in the None box.
Typical number of classroom changes
538
0
None
*Please use the definition on pages 2 and 3.
▲
▲
FORM SSOCS-1 (7-14-2015)
§,1"¤
111601
21
▼
▼
41. How would you describe the crime level in the area(s) in which your students live?
Check one response.
High level of crime
560 1
2
Moderate level of crime
3
Low level of crime
4
Students come from areas with very different levels of crime
42. How would you describe the crime level in the area where your school is located?
Check one response.
High level of crime
562 1
2
Moderate level of crime
3
Low level of crime
43. Which of the following best describes your school?
Check one response.
Regular public school
564 1
2
Charter school
3
Has a magnet program for part of the school
4
Exclusively a magnet school
5
Other – Please specify
565
44. What is your school’s average daily attendance?
Percent of students
present
%
568
0
None
45. During the 2015–16 school year, how many students transferred to or from your school after the
start of the school year? Please report on the total mobility, not just transfers due to disciplinary
actions. (NOTE: This number should be greater than or equal to the number of students who were
transferred for disciplinary reasons, as reported in item 36b.)
If a student transferred more than once in the school year, count each transfer separately.
If none, please place an "X" in the None box.
a.
Transferred to the school
570
0
b.
Transferred from the school
None
572
0
None
▲
▲
22
§,2!¤
FORM SSOCS-1 (7-14-2015)
111700
▼
▼
46. Please provide the following dates:
Month
a.
Start date for your 2015–16 school year
b.
End date for your 2015–16 school year
c.
Date you completed the questionnaire
Day
574
/
/2015
576
/
/2016
578
/
/2016
47. How long did it take you to complete this form, not counting interruptions?
Please record the time in minutes (e.g., 55 minutes, 65 minutes).
580
Minutes
▲
▲
FORM SSOCS-1 (7-14-2015)
§,3*¤
111809
23
▼
▼
Please return your completed questionnaire in the
enclosed postage-paid envelope or mail it to:
U.S. Census Bureau
Attn: DCB/PCSPU, Building 60A
1201 E 10th Street
Jeffersonville, IN 47132-0001
Thank you very much for your participation in
this survey. If you have any questions, please
contact us, toll–free, at: 1–888–595–1332 or by
e-mail at: [email protected]
To learn more about this survey and to access reports
from earlier collections, see the School Survey on Crime
and Safety (SSOCS) website at:
http://nces.ed.gov/surveys/ssocs
Additional data collected by the National Center for
Education Statistics (NCES) on a variety of topics
in elementary, secondary, postsecondary, and
international education are available from the
NCES website at:
http://nces.ed.gov
For additional data collected by various Federal
agencies, including the Department of
Education, visit the Federal Statistics
clearinghouse at:
http://www.fedstats.sites.usa.gov
▲
▲
24
§,4)¤
FORM SSOCS-1 (7-14-2015)
111908
| File Type | application/pdf |
| Author | American Institutes for Research |
| File Modified | 2015-07-15 |
| File Created | 2015-07-15 |