Appendix B-C Focus Group Materials

Appendices B-C SSOCS 2018 Focus Groups Materials.pdf

NCES Cognitive, Pilot, and Field Test Studies System

Appendix B-C Focus Group Materials

OMB: 1850-0803

⚠️ Notice: This form may be outdated. More recent filings and information on OMB 1850-0803 can be found here:

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The School Survey on Crime and Safety (SSOCS)
Principals Focus Groups

Appendices B and C
2016 (approved)
SSOCS brochure and NCES Letter from Commissioner
&
Sample SSOCS Survey

OMB #1850-0803 v.185

National Center for Education Statistics
Institute of Education Sciences
U.S. Department of Education
Washington, D.C.

December 2016

Appendix B-1. SSOCS brochure
Note: Appendices B-1, B-2, and C were used for the 2016 SSOCS collection and
Were approved by OMB in 2015 (OMB# 1850-0761 v.8-9)

Resources
«« For helpful tips on emergency planning:
http://www2.ed.gov/about/offices/list/oese/
oshs/news.html
«« For more information on the prevention of
bullying: http://www.stopbullying.gov
Do individual school

«« More school safety resources:
http://www.cdc.gov/features/safeschools

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 (20 U.S. Code, Section 9573). Your
answers will be combined with those from others
to produce summary statistics and reports. No
individual data such as names or addresses will be
reported. Any attempt on the part of a data user to
identify a school or a specific respondent is prohibited
by law and punishable with a fine of up to $250,000
and/or a prison term up to 5 years.

more
information
SSOCS?
Where can I find

about the

To see reports, publications, and other information
on the SSOCS, please visit the SSOCS website at
http://nces.ed.gov/surveys/SSOCS.

The School
Survey on

Crime
Safety

and

data remain
confidential?

«« For important school safety resources:
http://nij.gov/topics/crime/school-crime

(

National Center for Education Statistics
Institute of Education Sciences
1990 K Street NW
Washington, DC 20006-5651
nces.ed.gov
202-502-7300

www.ed.gov

ies.ed.gov

NCES 2015-045
U.S. DEPARTMENT OF EDUCATION

)

Why is the

SSOCS
important?
To address school crime, parents, school staff,
and policymakers must understand the extent
and nature of the problem. SSOCS is designed to
provide measures of crime and safety in the nation’s
public schools. Some findings from the most recent
collection done in the 2009–10 school year:
«« During the 2009–10 school year, the rate
of violent incidents per 1,000 students was
higher in middle schools (40 incidents) than
in primary schools or high schools (21
incidents each).

What is

School Survey
on Crime and
Safety?
the

The School Survey on Crime and Safety (SSOCS)
is a national survey of elementary and secondary
public school principals that collects information
on school safety, including the frequency of school
crime and violence, disciplinary actions, and school
practices related to the prevention and reduction of
crime. SSOCS is one of the nation’s primary sources
of school-level data on crime and safety. Sponsored
by the U.S. Department of Education, Institute of
Education Sciences, National Center for Education
Statistics (NCES), it has been administered five times
since 1999 to nationally representative samples of
schools and will be conducted again in the spring of
the 2015–16 school year. Your school has been selected
to participate in this new wave of data collection.

«« Some 25 percent of schools reported at least
one incident of the distribution, possession, or
use of illegal drugs, a higher percentage than
that of the distribution, possession, or use of
alcohol (14 percent of schools) or prescription
drugs (12 percent of schools).
«« A higher percentage of middle schools reported
that student bullying occurred at school daily
or at least once a week (39 percent) than did
high schools or primary schools (20 percent
each).

topics are
covered in the

What

questionnaire?
«« School policies and programs concerning crime
and safety;
«« Student and teacher involvement in efforts to
prevent or reduce school violence;
«« Frequency and types of disciplinary actions
such as expulsions, transfers, and suspensions
for selected offenses;
«« Frequency and types of crimes at school,
including rape, sexual battery, physical attack,
robbery, theft, and vandalism;
«« Student access to mental health services; and
«« Responsibilities of sworn law enforcement
officers and SROs.

my school
selected?

Why was

There are more than 80,000 public schools in the
United States and only a small proportion are
surveyed at one time. Your school was selected to
represent schools similar to yours from across the
nation. Your participation is important so that the
results represent the diversity of America’s public
schools.

Appendix B-2. NCES Letter from Commissioner
Note: Appendices B-1, B-2, and C were used for the 2016 SSOCS collection and
Were approved by OMB in 2015 (OMB# 1850-0761 v.8-9)

T OF ED
EN
U
M

TION
CA

U.S. DEPARTMENT OF EDUCATION
INSTITUTE OF EDUCATION SCIENCES

DEPA
RT

Cover Letter to Principals

ATES OF A

NATIONAL CENTER FOR EDUCATION STATISTICS

SSOCS-13(L)
(12-2015)

Dear [NAME]:
Last week, I wrote to request your participation in the School Survey on Crime
and Safety (SSOCS), an important national study that collects information about
crime and safety in public schools. Data collection for this survey is being
carried out by the U.S. Census Bureau on behalf of the National Center for
Education Statistics (NCES) of the U.S. Department of Education.
SSOCS is endorsed by:
• American Association of School
Administrators
• American Federation of Teachers
• American School Counselors
Association
• Association of American Educators
• Center for the Prevention of
School Violence
• Council of Chief State School
Officers
• Criminal Justice Institute,
Safe Schools Initiative Division
• National Association of Elementary
School Principals
• National Association of School
Resource Officers
• National Association of School
Safety and Law Enforcement
Officers
• National Association of Secondary
School Principals
• National Association of State
Boards of Education
• National Education Association
• National Middle School Association
• National PTA
• National School Boards Association
• National School Safety Center
• Northwest Regional Educational
Laboratory
• Police Executive Research Forum
• School Safety Advocacy Council

As we mentioned in our previous letter, SSOCS provides a unique opportunity
to collect national data on crime and safety from the school’s perspective. We
are confident that, with your participation, we can provide data to state and
federal agencies about various types of crime and discipline that exist in
schools today. Although SSOCS may ask some questions that appear similar
to those on other surveys, this survey is not connected to any other state or
federal data collection system. SSOCS is unique in that it provides
national estimates of school crime and safety using common
definitions across all states.

NCES is authorized to conduct this survey by the Education Sciences
Reform Act of 2002 (ESRA; 20 U.S.C., § 9543). We realize that data on
school crime are highly sensitive, so we want to remind you that information
provided as part of this study 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 (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.
While your participation in this survey is voluntary and your decision will
not affect any benefits or funding you receive from the U.S. Department of
Education, we do hope that you will participate in this important national survey.
We would appreciate the return of the questionnaire within
two weeks. A postage-paid return envelope has been enclosed for your
convenience. If you have any general questions about the study, please
contact the U.S. Census Bureau at 1–888–595–1332. Someone will be
available to take your call Monday through Friday, between 8:00 a.m. and
8:00 p.m. (Eastern Time). The U.S. Census Bureau is also available to answer
your questions via e-mail at [email protected].

Sincerely,

Data collected by:

U.S. DEPARTMENT OF COMMERCE
Economics and Statistics Administration
U.S. CENSUS BUREAU

Study conducted by:

U.S. DEPARTMENT OF EDUCATION
NATIONAL CENTER FOR EDUCATION
STATISTICS

Peggy G. Carr
Acting Commissioner
National Center for Education Statistics

Enclosures

WASHINGTON, DC 20006

Appendix C. SAMPLE SSOCS SURVEY
Note: Appendices B-1, B-2, and C were used for the 2016 SSOCS collection and
Were approved by OMB in 2015 (OMB# 1850-0761 v.8-9)

OMB No. 1850-0761: Approval Expires xx/xx/xxxx

▼

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

▼

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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2

§,#&¤

FORM SSOCS-1 (7-14-2015)

110205

▼

▼
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)

§,#&¤

110205

▼

▼
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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4

§,$%¤

FORM SSOCS-1 (7-14-2015)

110304

▼

▼
Please provide the following information:
Name of person completing form
010

Telephone number
Area code
Number
—

012

—

Title/position
Check one response.
014

Principal

Vice-principal or disciplinarian

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

➤

GO TO Question 1 on page 6.
Which of the following grades are offered in this school?
Check all that apply.
024

026

028

030

032

034

036

038

040

042

044

046

048

050

052

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)

§,%$¤

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

Control access to school buildings during school hours
(e.g., locked or monitored doors)

112

Control access to school grounds during school hours
(e.g., locked or monitored gates)

114

Require metal detector checks on students every day

116

e.
f.

Perform one or more random metal detector checks on students

120

Equip classrooms with locks so that doors can be locked from the inside

121

g.
h.

Close the campus for most or all students during lunch

122

Use one or more random dog sniffs to check for drugs

124

Perform one or more random sweeps for contraband (e.g., drugs
or weapons*), but not including dog sniffs

126

Require drug testing for athletes

128

Require drug testing for students in extra-curricular activities other than athletics

130

Require students to wear uniforms

134

Enforce a strict dress code

136

Provide school lockers to students

138

o.
p.

Require clear book bags or ban book bags on school grounds

140

Have “panic button(s)” or silent alarm(s) that directly connect to law
enforcement in the event of an incident

139

Provide an electronic notification system that automatically notifies parents in
case of a school-wide emergency

141

Provide a structured anonymous threat reporting system (e.g., online
submission, telephone hotline, or written submission via drop box)

143

Require students to wear badges or picture IDs

142

Require faculty and staff to wear badges or picture IDs

144

Use one or more security cameras to monitor the school

146

Provide telephones in most classrooms

148

Provide two-way radios to any staff

150

Limit access to social networking websites (e.g., Facebook, Twitter, YouTube,
Instagram) from school computers

151

Prohibit use of cell phones and text messaging devices during school hours

153

i.
j.
k.
l.
m.

q.
r.

*Please use the definition on pages 2 and 3.

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6

§,&#¤

FORM SSOCS-1 (7-14-2015)

110502

▼

▼
2.

Does your school have a written plan that describes procedures to be performed in the following
scenarios?
YES

Active shooter*

155

Natural disasters (e.g., earthquakes or tornadoes)

158

Hostages

162

d.
e.

Bomb threats or incidents

166

Chemical, biological, or radiological threats or incidents (e.g., release of
mustard gas, anthrax, smallpox, or radioactive materials)

170

Suicide threat or incident

169

Pandemic flu

173

Post-crisis reunification of students with their families

167

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

Evacuation*

b.
c.

Lockdown*

165

Shelter-in-place*

167

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

Prevention curriculum, instruction, or training for students (e.g., conflict
resolution, anti-bullying*, dating violence* prevention)

174

Behavioral or behavior modification intervention for students (including the use
of positive reinforcements)

176

Counseling, social work, psychological, or therapeutic activity for students

178

Individual attention/mentoring/tutoring/coaching of students by students

180

Individual attention/mentoring/tutoring/coaching of students by adults

181

f.
g.

Recreational, enrichment, or leisure activities for students

182

Student involvement in peer mediation

175

Student court to address student conduct problems or minor offenses

177

Student involvement in restorative circles* (e.g., "peace circles,"
"talking circles," "conflict circles")

179

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

186

▲

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

➤

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

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

Acceptance of sexual orientation* and gender identity* of
students (e.g., Gay-Straight Alliance)

604

Acceptance of students with disabilities (e.g., Best Buddies)

606

Acceptance of cultural diversity (e.g., Cultural Awareness Club)

608

YES

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.

▲

Have a formal process to obtain parental input on policies related to
school crime and discipline

190

Provide training or technical assistance to parents in dealing with
students’ problem behavior

192

Have a program that involves parents at school* helping to maintain school
discipline

194

*Please use the definition on pages 2 and 3.

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§,’"¤

FORM SSOCS-1 (7-14-2015)

110601

▼

▼
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

Open house or back-to-school
night

196

Regularly scheduled
parent-teacher conferences

198

Special subject-area events
(e.g., science fair, concerts)

200

Volunteered at school* or
served on a committee

202

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

Parent groups

204

Social service agencies

206

Juvenile justice agencies

208

Law enforcement agencies

210

Mental health agencies

212

Civic organizations/service clubs

214

Private corporations/businesses

216

Religious organizations

218

*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

➤

Yes

➤

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

At any time during school hours

612

While students were arriving or leaving

614

At selected school activities (e.g., athletic and social events, open houses,
science fairs)

616

When school/school activities were not occurring

618

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

▲

Carry a stun gun (e.g., Taser gun)

620

Carry chemical aerosol sprays (e.g., Mace, pepper spray)

622

Carry a firearm*

624

Wear a body camera

626

*Please use the definition on pages 2 and 3.

▲
§,)*¤

FORM SSOCS-1 (7-14-2015)

110809

▼

▼
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

Motor vehicle traffic control

628

Security enforcement and patrol

630

Maintaining school discipline

632

d.
e.

Coordinating with local police and emergency team(s)

634

Identifying problems in the school and proactively seeking solutions
to those problems

636

Training teachers and staff in school safety or crime prevention

638

Mentoring students

640

Teaching a law-related education course or training students (e.g.,
drug-related education, criminal law, or crime prevention courses)

642

Recording or reporting discipline problems to school authorities

644

Providing information to school authorities about the legal definitions
of behavior for recording or reporting purposes (e.g., defining assault
for school authorities)

646

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

Yes

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

▲

Yes

➤
➤

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

YES

Student discipline

652

Use of physical restraints (e.g., handcuffs, Tasers,
Mace, pepper spray, or other physical or chemical
restraints)

654

Use of firearms*

656

Making arrests on school grounds

658

Reporting of criminal offenses to a law enforcement
agency

660

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.

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

None

ii. Part-time

238

None

i. Full-time

240

None

ii. Part-time

242

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

None

ii. Part-time

234

None

*Please use the definition on pages 2 and 3.

▲
§,+(¤

FORM SSOCS-1 (7-14-2015)

111007

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▼
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

YES

a. Diagnostic
assessment* for
mental health
disorders*

662 1

664 1

666 1

668 1

670 1

672 1

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

Does not
limit

Inadequate access to licensed mental health
professionals*

674

Inadequate funding

676

Potential legal issues for school or district
(e.g., malpractice, insufficient supervision)

678

Lack of parental support in addressing their
children’s mental health disorders*

680

Lack of community support for providing mental
health services to students in your school

682

Written or unwritten policies regarding the school’s
requirement to pay for the diagnostic assessment
or treatment of students

684

Reluctance to label students with mental health
disorders* to avoid stigmatizing the child

686

▲

Limits in
minor way

*Please use the definition on pages 2 and 3.
FORM SSOCS-1 (7-14-2015)

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▼
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

Training in classroom management for teachers

266

Training in school-wide discipline policies and practices related to
violence*

268

Training in school-wide discipline policies and practices related to
cyberbullying*

265

Training in school-wide discipline policies and practices related to
bullying* other than cyberbullying*

267

Training in school-wide discipline policies and practices related to alcohol
and/or drug use

269

Training in safety procedures (e.g., how to handle emergencies)

270

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

271

Training in recognizing physical, social, and verbal bullying* behaviors

273

Training in recognizing signs of students using/abusing alcohol and/or
drugs

274

Training in positive behavioral intervention strategies

276

Training in crisis prevention and intervention

277

g.
h.

*Please use the definition on pages 2 and 3.

▲

▲
14

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FORM SSOCS-1 (7-14-2015)

111205

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▼
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

Lack of or inadequate teacher training in classroom
management

Limits in
minor way

Does not
limit

280

Lack of or inadequate alternative
placement/programs for disruptive students

282

Likelihood of complaints from parents

284

Lack of teacher support for school policies

286

Lack of parental support for school policies

288

Teachers’ fear of student retaliation

290

Fear of litigation

292

Inadequate funds

294

Inconsistent application of school
policies by faculty or staff

296

Fear of district or state reprisal

298

Federal, state, or district policies on
disciplining special education students*

300

Federal policies on discipline and safety other than
those for special education students*

302

State or district policies on discipline and safety
other than those for special education
students*

304

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

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

▲

Yes

*Please use the definition on pages 2 and 3.
FORM SSOCS-1 (7-14-2015)

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111007

▼

▼
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

None

312

None

314

None

316

None

318

None

320

None

322

None

324

None

326

None

328

None

330

None

332

None

334

None

336

None

338

None

340

None

342

None

344

None

346

None

348

None

350

None

352

None

354

None

356

None

355

None

357

None

358

None

360

None

362

None

364

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.

§,,’¤

▲
FORM SSOCS-1 (7-14-2015)

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▼
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

➤

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

Race or color

692

National origin or ethnicity

694

Gender

696

Religion

698

Disability

700

Sexual Orientation*

702

704

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)

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111205

▼

▼
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

Student racial/ethnic tensions

374

Student bullying*

376

Student sexual harassment*
of other students

378

Student harassment of other
students based on sexual
orientation*

381

Student harassment of other
students based on gender
identity*

383

Widespread disorder
in classrooms

382

Student verbal abuse
of teachers

380

Student acts of disrespect for
teachers other than verbal abuse

384

Gang* activities

386

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

Cyberbullying* among students
who attend your school

389

School environment is affected
by cyberbullying*

391

Staff resources are used to deal
with cyberbullying*

393

*Please use the definition on pages 2 and 3.

▲

▲
18

§,.%¤

FORM SSOCS-1 (7-14-2015)

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▼
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

Removal with no continuing school
services for at least the remainder of the
school year

YES

390

392

394

396

398

400

402

404

406

408

410

412

414

416

ii. With curriculum/services provided

418

420

Referral to a school counselor

422

424

Assignment to a program (during school
hours) designed to reduce disciplinary
problems

426

428

Assignment to a program (outside of school
hours) designed to reduce disciplinary
problems

430

432

Loss of school bus privileges due to
misbehavior

434

436

Corporal punishment

438

440

Placement on school probation with
consequences if another incident occurs

442

444

Detention and/or Saturday school

446

448

Loss of student privileges

450

452

Requirement of participation in community
service

454

456

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

In-school suspension for less than the
remainder of the school year
i. With no curriculum/services provided

i.
j.
k.
l.
m.

▲

If “Yes,” was the
action used this
school year?

*Please use the definition on pages 2 and 3.
FORM SSOCS-1 (7-14-2015)

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§,/$¤

111403

▼

▼
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.

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

498

None

466
0

None

496

None

504
0

None

486

494

None

476

484

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

482

490

464

472

480

Transfers to
specialized
schools*

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

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

520

*Please use the definition on pages 2 and 3.

▲

▲
20

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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)

None

None
%

528

Special education students*

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

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)

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▼

▼
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

Low level of crime

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

Low level of crime

43. Which of the following best describes your school?
Check one response.
Regular public school

564 1
2

Charter school

Has a magnet program for part of the school

Exclusively a magnet school

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.

Transferred to the school

570
0

Transferred from the school

None

572
0

None

▲

▲
22

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FORM SSOCS-1 (7-14-2015)

111700

▼

▼
46. Please provide the following dates:

Month

Start date for your 2015–16 school year

End date for your 2015–16 school year

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)

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▼

▼
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

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FORM SSOCS-1 (7-14-2015)

111908

File Type	application/pdf
Author	Spiegelman, Maura
File Modified	2016-12-13
File Created	2016-12-13