Part C-2 Appendices

School Survey on Crime and Safety (SSOCS) 2018
Cognitive Interviews

Appendix C-2

- Appendices

to Part C1 -

OMB #1850-0761 v.16

National Center for Education Statistics
Institute of Education Sciences
U.S. Department of Education

March 2017

Appendices Contents
APPENDIX A: COGNITIVE INTERVIEW MATERIALS
Appendix A-1: Cognitive Interview Questionnaire (Wave 1)
Appendix A-2: Cognitive Interview Communication Materials
Appendix A-2-a: Advance Letter
Appendix A-2-b: Cover Letter
Appendix A-2-c: SSOCS Brochure
APPENDIX B: INTERVIEW PROTOCOLS
Appendix B-1: In-Person Interview Protocol
Appendix B-2: Remote Interview Protocol
APPENDIX C: SSOCS COMMUNICATION MATERIALS
Appendix C-1: Recruitment E-mail for SSOCS Cognitive Interviews
Appendix C-2: Recruitment Phone Script for SSOCS Cognitive Interviews
Appendix C-3: Informed Consent Form for SSOCS Cognitive Interviews
Appendix C-4: Confirmation E-mail for SSOCS Cognitive Interviews (In Person)
Appendix C-5: Confirmation E-mail for SSOCS Cognitive Interviews (Remote)
APPENDIX D: SUPPLEMENTAL MATERIALS
Appendix D-1: Tracking Sheet

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:
American Association of School Administrators
American Federation of Teachers
American School Counselors Association
Association for Middle Level Education
Association of American Educators
Council of Chief State School Officers
Education Northwest
National Association of State Boards of Education
National Association of Elementary School Principals

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

(9-12-2016)

National Association of School Resource Officers
National Association of Secondary School Principals
National PTA
National School Safety Center
School Safety Advocacy Council
UCLA Center for Mental Health in Schools
National Association of School Psychologists
School Social Work Association of America

DEFINITIONS
The following words are bolded and marked by an asterisk (*) wherever they appear in the
questionnaire. Please use these definitions as you respond.
Arrest – the act of detaining in legal custody. An
"arrest" is the deprivation of a person's liberty by
legal authority in response to a criminal charge.
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 that involves
an observed or perceived power imbalance and is
repeated multiple times or is highly likely to be
repeated. Bullying occurs among youth who are
not siblings or current dating partners.
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.
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.
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.
Harassment – harassing conduct may take many
forms, including verbal acts and name-calling, as
well as non-verbal behavior, such as graphic and
written statements, or conduct that is physically
threatening, harmful, or humiliating.
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.

Probation officer – sometimes referred to as
community supervision officers, supervises people
who have been placed on probation instead of sent
to prison. They work to ensure that the probationer
is not a danger to the community and to help in
their rehabilitation through frequent visits with the
probationer. Probation officers write reports that
detail each probationer’s treatment plan and their
progress since being put on probation. Most work
exclusively with either adults or juveniles.
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.
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. All students, regardless of sex
or gender identity, 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 misconduct – any act, including, but not
limited to, any verbal, nonverbal, written or
electronic communication or physical activity,
directed toward or with a student regardless of the
age of the student that is designed to establish a
romantic or sexual relationship with the student.
School staff have power over students by virtue of
their position; thus student-staff relationships are
not equal and students cannot be consenting
parties to romantic or sexual relationships.
Sexual orientation – means one’s emotional or
physical attraction to the same and/or opposite sex.
Trauma sensitivity – a trauma-sensitive school is
one in which all students feel safe, welcomed, and
supported and where addressing trauma’s impact
on learning on a school-wide basis is at the center
of its educational mission.
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.
Violence – actual, attempted, or threatened fight
or assault.
Weapon – any instrument or object used with the
intent to threaten, injure, or kill. This includes lookalikes if they are used to threaten others.

FORM SSOCS-COGLAB (9-12-2016)

2

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.
Definitions are available for many terms on page 2. Defined terms are bolded and
marked with an asterisk (*) throughout the survey.
Please report for the 2015–16 school year where noted.
Please have this questionnaire filled out by the person most knowledgeable about school crime
and policies to provide a safe environment.

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, 550 12th
Street, S.W., #4012, Washington, DC 20202.

FORM SSOCS-COGLAB (9-12-2016)

3

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.
NO
Check "Yes" or "No" on each line.
YES

a. Perform one or more random sweeps for contraband (e.g., drugs or weapons*),
including dog sniffs

b. Prohibit non-academic use of cell phones or smartphones during school
hours

2.

3.

1

2

1

2

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

NO

a.

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

1

2

b.

Bomb threats or incidents

1

2

c.

Accidents (e.g., school bus or other vehicle accidents; injury during a
school-sponsored activity or trip)

1

2

d.

Suicide threat or incident

1

2

During the 2015–16 school year, did your school have any formal programs 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.
Does your school have
If “Yes,” was an
a formal program with
intention of this
the following
program to prevent or
component?
reduce violence*?
YES

a.
b.

Prevention curriculum, instruction, or training for
students (e.g., conflict resolution, anti-bullying*,
dating violence* prevention)
Behavioral or behavior modification intervention
for students (including the use of positive
reinforcements)

NO

YES

NO

394

1

2

396

1

2

398

1

2

400

1

2

402

1

2

404

1

2

406

1

2

408

1

2

c.

6RFLDOHPRWLRQDOOHDUQLQJ6(/IRUVWXGHQWVHJ
VRFLDOVNLOOVDQJHUPDQDJHPHQWPLQGIXOQHVV

d.

,QGLYLGXDOPHQWRULQJWXWRULQJFRDFKLQJRI
VWXGHQWVE\DGXOWV

e.
f.

6WXGHQWLQYROYHPHQWLQSHHUPHGLDWLRQ

410

1

2

412

1

2

6WXGHQWFRXUWWRDGGUHVVVWXGHQWFRQGXFW
SUREOHPVRUPLQRURIIHQVHV

414

1

2

416

1

2

"peace circles," "talking circles," "conflict circles")

418

1

2

420

1

2

Programs to promote a sense of community/
social interaction among students

422

1

2

424

1

2

g. Student involvement in restorative circles* (e.g.,
h.

*Please use the definition on page 2.
FORM SSOCS-COGLAB (9-12-2016)

4

4.

To the best of your knowledge, during the 2015–16 school year, were there any staff at
your school who legally carried a firearm* on school property?
Exclude School Resource Officers, other sworn law enforcement officers, or other security guards
or personnel who carry firearms.
1

Yes

2

No

School Mental Health Services
5.

During the 2015–16 school year, did your school have the ability to provide diagnostic assessment*
(e.g., screening, psychiatric assessment) to students for mental health disorders*?
Include services that were provided at school* as well as services provided through a
contract the school has with an outside provider.
1

➤

6.

2

Yes
No

➤

GO TO item 7 below.

Were diagnostic assessment* services available to students from your school in the following locations?
Check "Yes" or "No" on each line.

YES

NO

1

2

1

2

a. At school*, by a school-employed or contracted mental health professional*
b. Outside of school, by a school-employed or contracted mental health
professional*

7.

During the 2015–16 school year, did your school have the ability to provide treatment* (e.g.,
psychotherapy, medication) to students for mental health disorders*?
Include services that were provided at school* as well as services provided through a contract
the school has with an outside provider.
1

➤

8.

2

Yes
No

➤

GO TO item 9 on page 6.

Were treatment* services available to students from your school in the following locations?
Check "Yes" or "No" on each line.

YES

NO

1

2

1

2

a. At school*, by a school-employed or contracted mental health professional*
b. Outside of school, by a school-employed or contracted mental health
professional*

*Please use the definition on page 2.

FORM SSOCS-COGLAB (9-12-2016)

5

School Security Staff
9.

During the 2015–16 school year, did your school have one or more school-based probation officers
located on school property?
1

Yes

2

No

Staff Training
10. 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

1

2

b.

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

1

2

c.

Training in recognizing early warning signs of students likely to exhibit
violent behavior

1

2

d. Training in recognizing signs of self-harm or suicidal tendencies

1

2

e.

1

2

Training in trauma sensitivity*

Number of Incidents
11. 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 nonstudent was arrested.
If none, please place an "X" in the None box.
Number of arrests
0

None

12. To the best of your knowledge, during the 2015–16 school year, have there been any incidents of
sexual misconduct* between a staff member at your school and a student at your school?

Report on misconduct between staff and students whether or not the incidents occurred at
school or away from school.
1
Yes
2

No

*Please use the definition on page 2.
FORM SSOCS-COGLAB (9-12-2016)

6

Disciplinary Problems and Actions
13. 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

1

2

3

4

5

b.

Student sexual harassment* of
other students

1

2

3

4

5

c.

Student harassment* of other
students based on sexual
orientation*

1

2

3

4

5

d.

Student harassment* of other
students based on gender
identity*

1

2

3

4

5

e.

Student harassment* of other
students based on religion

1

2

3

4

5

f.

Student harassment* of other
students based on disability

1

2

3

4

5

*Please use the definition on page 2.

FORM SSOCS-COGLAB (9-12-2016)

7

Appendix A-2: Cognitive Interview Communication Materials (for testing)
Appendix A-2a: Advance Letter

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

SSOCS-12(L)
(12-2015)

SSOCS is endorsed by:
• American Association of School
Administrators
• American Federation of Teachers
• American School Counselors Association
• Association for Middle Level Education
• Association of American Educators
• Council of Chief State School Officers
• Education Northwest
• National Association of State Boards of
Education
• National Association of Elementary School
Principals
• National Association of School Resource
Officers
• National Association of Secondary School
Principals
• National PTA
• National School Safety Center
• School Safety Advocacy Council
• UCLA Center for Mental Health in Schools
• National Association of School
Psychologists
• School Social Work Association of America
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

Dear

I am writing to invite you to participate in the 2016 School Survey on Crime and
Safety (SSOCS). 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 a recurring survey that focuses
on the frequency of crime and violence in public schools and the programs and
practices schools have developed to provide a safe school environment. It
provides a unique opportunity to collect national data on crime and safety from
the school’s perspective. SSOCS is the only survey of its kind.
Your response is critical to the success of this study because your school is
one of only a small number invited to participate in SSOCS. Your school
represents hundreds of similar schools nationwide. Your involvement will only
require the completion of a questionnaire. The person most knowledgeable
about school crime and school policies to provide a safe environment should
complete this survey.
NCES is authorized to conduct this survey by the Education Sciences Reform
Act of 2002 (ESRA; 20 U.S.C., § 9543). 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.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.
The U.S. Census Bureau will be sending the SSOCS questionnaire to your
school next week. 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].
Thank you for giving this matter your attention. We look forward to your school’s
participation in this important data collection effort.
Sincerely,

Peggy G. Carr
Acting Commissioner
National Center for Education Statistics
Enclosures
4

Appendix A-2-b: Cover Letter
WASHINGTON, DC 20202

Dear
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.

U.S. DEPARTMENT OF EDUCATION
INSTITUTE OF EDUCATION SCIENCES
SSOCS-13(L)
(12-2015)

SSOCS is endorsed by:
• American Association of School
Administrators
• American Federation of Teachers
• American School Counselors Association
• Association for Middle Level Education
• Association of American Educators
• Council of Chief State School Officers
• Education Northwest
• National Association of State Boards of
Education
• National Association of Elementary
School Principals
• National Association of School Resource
Officers
• National Association of Secondary School
Principals
• National PTA
• National School Safety Center
• School Safety Advocacy Council
• UCLA Center for Mental Health in Schools
• National Association of School
Psychologists
• School Social Work Association of
America
Data collected by:
U.S. DEPARTMENT OF COMMERCE
Economics and Statistics Administration
U.S. CENSUS BUREAU

NATIONAL CENTER FOR EDUCATION STATISTICS

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,

Peggy G. Carr
Acting Commissioner
National Center for Education Statistics
Enclosures
WASHINGTON, DC 20202

Study conducted by:
U.S. DEPARTMENT OF EDUCATION
NATIONAL CENTER FOR EDUCATION
STATISTICS

5

Appendix A-2-c: SSOCS Brochure

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

(

s

s

o

c

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

15

NCES 2015-045
U.S. DEPARTMENT OF EDUCATION

s

)

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

16

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: INTERVIEW PROTOCOLS
APPENDIX B-1: In Person Interview Protocol

Cognitive Laboratory: Protocol for SSOCS Survey
MATERIALS NEEDED FOR INTERVIEW
□
INTERVIEWER PROTOCOL BOOKLET (THIS BOOKLET)
□
SSOCS SURVEY INTRODUCTION MATERIALS (COVER LETTER, ADVANCE LETTER,
BROCHURE)
□
RESPONDENT QUESTIONNAIRE
□
DO YOU HAVE THE CORRECT VERSION OF THE BOOKLET AND QUESTIONNAIRE?
□
THINK ALOUD PRACTICE PAGE
□
CONSENT FORM (TWO COPIES)
□
INCENTIVE
□
PAYMENT RECEIPT
□
DIGITAL RECORDER AND EXTRA BATTERIES
□
PENS AND PENCILS
NOTE: Probes preceded by the symbol
are considered to be “critical”. If pressed for time,
interviewers should prioritize them over non-critical questions/probes. However, all probes should be
asked if time allows for it. If a probe is not asked, please record it as: ‘DID NOT PROBE’.
STEP 1: WELCOME AND INTRODUCTION SCRIPT
Interviewer Instructions: The following scripts should NOT be read verbatim. Text in italics is suggested
content with which the interviewer should be thoroughly familiar in advance. Text in brackets [ ] presents
instructions for the interviewer.
Hello, my name is and I work for the American Institutes for Research. It’s nice to meet you,
thanks for coming to help us out today.
[Create small talk to build rapport with the principal]:
You are here today to help us out with a survey that we are working on with the U.S. Department of
Education. This survey asks about your opinions of the school where you work: [school name]. I will ask you
to take the survey as if you were taking a real survey. There are no right or wrong answers, and it’s ok if you
do not know some of the answers. As you are answering the questions I will stop you once in a while to ask
you questions. This will help us make the survey better and clearer for other principals and school staff just
like you.
Because the information you provide is so important, I am going to be taking notes while you are filling in the
survey and we are talking [INSERT IF THERE IS AN OBSERVER: and my colleague will also be observing
our session today]. We’d also like to record this interview so researchers can review the tapes later. Any
information that refers to you or the name of your school will not be included in our report. 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.C. §9573). Are you okay with us recording the interview? [BEGIN
RECORDING]
As a thank you for your time and effort, you will receive a $75 gift card at the end of today’s interview.
Remember, you are not being tested; we want you to tell us what you think about the survey. Would you like
to be a part of this study? [If respondent agrees, continue. If not, end the interview.]
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If at any time you want to stop, just let me know. [If, for any reason, the participant is no longer interested in
participating, thank the participant for his/her time and end the interview.]
Before we continue, do you have any questions about what I just said? [Answer any questions the participant
may ask.]
PROVIDE RESPONDENT WITH A COPY OF THE INFORMED CONSENT FORM. ASK THE
RESPONDENT TO READ THE FORM (OR READ IT TO HIM/HER, DEPENDING ON
RESPONDENT PREFERENCE), ANSWER ANY QUESTIONS, AND HAVE THE RESPONDENT
SIGN THE FORM. LEAVE A SEPARATE COPY OF THE FORM WITH THE RESPONDENT.
□
□

SIGNED CONSENT FORM COLLECTED
COPY OF CONSENT FORM GIVEN TO RESPONDENT□

STEP 2: THINK-ALOUD PRACTICE
While you fill out the survey I want you to think out loud about how you are answering the questions.
Hearing you talk about how you figure out your answers to the questions will help me understand how to
make the questions better. I am more interested in how you arrive at your answers than in the answers you
give me. To help you get started on thinking aloud, we are going to do a practice activity.
I’m going to give you a piece of paper with a question in it. I’m going to ask you to read out loud the question
and think aloud as you decide on your answer. [Give respondent handout with think aloud practice.]
QUESTION: How many windows are there in the house or apartment where you live?
Please tell me what you are thinking while you are figuring out your answer.
[NOTE: If Principal has difficulty with the think-aloud practice, please show them an alternative method of
responding by answering the question yourself and model the think-aloud method]
STEP 3: COMPLETION OF THE QUESTIONNAIRE
Now I would like you to begin the questionnaire. [Hand respondent a copy of the questionnaire and a pen.]
While you are answering the questions, please think about the school you currently work at: [school name].
I’d like you to think aloud while you decide on your answer. Please read aloud anything you would have read
to yourself if I were not here.
Remember that I am very interested in hearing you talk about what you are thinking about as you figure out
your answers to the questions.
General Probes – These should be used when the R shows signs of confusion to a question or when you would
like the R to elaborate on a question that does not have a specific probe.
Problem Items
What is this question asking, in your own words?
What were you thinking when you answered this question?
Problem Instructions

Tell me what this introduction/instruction is telling you.

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Problems with Clarity

Can you tell me in your own words what this question is asking?
What does this word [term] mean to you? [in reference to a particular word of technical
term]
Tell me what you were thinking when I asked you about this [topic, time period, degree,
certification, etc…]

Skip and Marking
Issues

I noticed you skipped this/checked this. How did you choose this answer and not this
other option?
Can you tell me how you chose this category? How easy or hard was it to find your
answer on that list

START THE QUESTIONNAIRE
SECTION: School Practices and Programs
STOP Respondent after Question 4 – I’d like you to stop here
ALL: Were there any questions in this section that were confusing or a bit difficult for you to answer? Which
ones? PROBE.

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.
a. Perform one or more
Can you tell me in your own words what this question is asking?
random sweeps for
contraband (e.g., drugs or
weapons*), including dog
sniffs
What is a sweep? What does this term mean for you? Can you describe this for
me?

b. Prohibit non-academic use
of cell phones or smartphones
during school hours

What were you thinking when you answered this question?

 Does your school allow for the use of cell phones or smartphones in certain
situations or for specific purposes? Can you elaborate on these situations or
purposes?

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Glossary term referenced:
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.
2. Does your school have a written plan that describes procedures to be performed in the following scenarios?
General
What is this question asking, in your own words?

c. Accidents (e.g., school bus
or other vehicle accidents;
injury during a schoolsponsored activity or trip)

What were you thinking when you answered this question?

 Are there other types of accidents beyond the examples here that are
included in your school plans?

3. 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.
General
 Can you tell me in your own words what this question is asking?

 What would a program need to include for you to consider it to have the
intention to prevent or reduce violence?

 How did you handle this question if a component listed here is included in a
program in your school without the specific intention to prevent or reduce
violence?

[WHAT WE WANT TO KNOW: Try to find out if principals are marking
components that are specifically in “programs intended to prevent or reduce
violence” – as noted in the stem – or if they are marking components for any
programs they have, regardless of if the program has a specific focus on violence
prevention/reduction.]

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SSOCS 2018 Cognitive Labs OMB Package (Remote Protocol)
Glossary term referenced:
Violence – actual, attempted, or threatened fight or assault.
4. To the best of your knowledge, during the 2015–16 school year, were there any staff at your school who legally
carried a firearm* on school property? Exclude School Resource Officers, other sworn law enforcement officers,
or other security guards or personnel who carry firearms.
General
 Can you tell me in your own words what this question is asking?

 If answered yes: Can you tell me about any additional policies or practices
that staff who carry firearms must follow?

[WHAT WE WANT TO KNOW: Try to find out how principals would know
about policies or know if their staff carry guns and if there are particular rules the
staff have to follow if they do bring a gun to school (specific training, ways of
securing, etc.).]
Glossary term referenced:
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.
LET THE RESPONDENT CONTINUE WITH THE SURVEY.
SECTION: School Security Staff
STOP Respondent after Question 5 – I’d like you to stop here
5. During the 2015–16 school year, did your school have one or more school-based probation officers* located
on school property?
General
Can you tell me in your own words what this question is asking?

 Can you tell me what “probation officer” means to you in the context of this
question?

 How did you come up with your answer? Tell me more about your answer?

[WHAT WE WANT TO KNOW: Try to find out if principals know if students
at their school are under probation, and if probation officers play a different role
if they aren’t onsite.]
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SSOCS 2018 Cognitive Labs OMB Package (Remote Protocol)
Glossary term referenced:
Probation officers – sometimes referred to as community supervision officers, supervises people who have been placed
on probation instead of sent to prison. They work to ensure that the probationer is not a danger to the community
and to help in their rehabilitation through frequent visits with the probationer. Probation officers write reports
that detail each probationer’s treatment plan and their progress since being put on probation. Most work
exclusively with either adults or juveniles.
LET THE RESPONDENT CONTINUE WITH THE SURVEY.
Section: School Mental Health Services
STOP Respondent after Question 9 – I’d like you to stop here
6. During the 2015–16 school year, did your school have the ability to provide diagnostic assessment* (e.g.
screening, psychiatric assessment) to students for mental health disorders*? Include services that were provided at
school* as well as services provided through a contract the school has with an outside provider.
OBSERVE: This is a yes/no question with a skip pattern if “no” is chosen. Does respondent follow the skip
pattern?

General

Can you tell me what “diagnostic assessment” means to you?

General

Can you tell me what “mental health disorder” means to you?

Glossary terms referenced:
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.
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.
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.
7. Were diagnostic assessment* services available to students from your school in the following locations?
a. At school*, by a schoolIn the context of this question, can you tell me what “mental health
employed or contracted
professional” means to you?
mental health professional*

b. Outside of school, by a
school-employed or
contracted mental health
professional*

In the context of this question, can you tell me what “mental health
professional” means to you?

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General

 Does your school have a contract with mental health professionals not
employed by the school to provide diagnostic assessment services to
students, either at school or outside of school?

 If yes: Could you tell me more about these contracted relationships?

 Are there other ways that your school is providing diagnostics assessment
services to students from your school?

 If yes: What are they?

Glossary terms referenced:
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.
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.
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.
8. During the 2015–16 school year, did your school have the ability to provide treatment* (e.g. psychotherapy,
medication) to students for mental health disorders*? Include services that were provided at school* as well as services
provided through a contract the school has with an outside provider.
OBSERVE: This is a yes/no question with a skip pattern if “no” is chosen. Does respondent follow the skip
pattern?
General
Can you tell me what “treatment” means to you?

General

Can you tell me what “mental health disorder” means to you?

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SSOCS 2018 Cognitive Labs OMB Package (Remote Protocol)
Glossary terms referenced:
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.
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.
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.
9. Were treatment* services available to students from your school in the following locations?
a. At school*, by a schoolIn the context of this question, can you tell me what “mental health
employed or contracted
professional” means to you?
mental health professional*
b. Outside of school, by a
school-employed or
contracted mental health
professional*
General

In the context of this question, can you tell me what “mental health
professional” means to you?

 Does your school have a contract with mental health professionals not
employed by the school to provide treatment services to students, either at
school or outside of school?
 If yes: Could you tell me more about these contracted relationships?

 Are there other ways that your school are providing treatment services to
students from your school? If yes, what are they?

Glossary terms referenced:
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.
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.
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.
LET THE RESPONDENT CONTINUE WITH THE SURVEY.

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SSOCS 2018 Cognitive Labs OMB Package (Remote Protocol)

Section: Staff Training
STOP Respondent after Question 10 – I’d like you to stop here
10. During the 2015–16 school year, did your school or school district provide any of the following for classroom
teachers or aides?
c. Training in recognizing
Can you tell me in your own words what this question is asking?
early warning signs of students
likely to exhibit violent
behavior
e. Training in trauma
 Can you tell me what “trauma sensitivity” means to you in the context of this
sensitivity*
question?

Glossary terms referenced:
Trauma sensitivity – a trauma-sensitive school is one in which all students feel safe, welcomed, and supported
and where addressing trauma’s impact on learning on a school-wide basis is at the center of its educational
mission.
LET THE RESPONDENT CONTINUE WITH THE SURVEY.
SECTION: Number of Incidents
STOP Respondent after Question 12 – I’d like you to stop here
11. 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.
General
 How did you come up with your answer? Tell me more about your answer?

 Can you tell me what “arrests” means to you in the context of this question?

Glossary terms referenced:
Arrest – the act of detaining in legal custody. An "arrest" is the deprivation of a person's liberty by legal authority
in response to a criminal charge.
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.
12. To the best of your knowledge, during the 2015–16 school year, have there been any incidents of sexual
misconduct* between a staff member at your school and a student at your school? Report on misconduct
between staff and students whether or not the incidents occurred at school or away from school.
General
 How did you come up with your answer? Tell me more about your answer?

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SSOCS 2018 Cognitive Labs OMB Package (Remote Protocol)
 Can you tell me what “sexual misconduct” means to you in the context of this
question?

 If answered yes: About how many incidents of sexual misconduct occurred
during the 2015–16 school year?

Glossary terms referenced:
Sexual misconduct – any act, including, but not limited to, any verbal, nonverbal, written or electronic
communication or physical activity, directed toward or with a student regardless of the age of the student that is
designed to establish a romantic or sexual relationship with the student. School staff have power over students by
virtue of their position, thus student-staff relationships are not equal and students cannot be consenting parties to
romantic or sexual relationships.
LET THE RESPONDENT CONTINUE WITH THE SURVEY
SECTION: Disciplinary Problems and Actions
STOP Respondent after Question 13 – I’d like you to stop here
 ALL: Were there any questions in this section that were confusing or a bit difficult for you to answer? Which
ones? PROBE.

13. To the best of your knowledge, how often do the following types of problems occur at your school*?
General
Can you tell me in your own words what this question is asking?

a. Student racial/ethnic
tensions

What were you thinking when you answered this question?

b. Student sexual
harassment* of other
students

Can you tell me in your own words what this question is asking?

Can you tell me what “sexual harassment” means to you?

c. Student harassment* of
other students based on
sexual orientation*

Can you tell me in your own words what this question is asking?

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Can you tell me what “harassment” means to you?

Can you tell me what “sexual orientation” means to you?

d. Student harassment* of
other students based on
gender identity*

Can you tell me what “gender identity” means to you?

e. Student harassment* of
other students based on
religion

What were you thinking when you answered this question?

f. Student harassment* of
other students based on
disability

Can you tell me in your own words what this question is asking?

Glossary terms referenced:
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.
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.
Harassment – harassing conduct may take many forms, including verbal acts and name-calling, as well as nonverbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or
humiliating.
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. All students, regardless of sex or gender identity, 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.
END OF SURVEY
IF TIME ALLOWS: Review the respondent’s answers to the survey in order to ensure that there isn’t any
confusion about any of the answers.
STEP 4: REVIEW SSOCS MATERIALS

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Now I’d like to review the materials that you receive either in preparation of the survey or with the survey.
[Hand respondent the SSOCS Survey Introduction Materials (including the advanced letter, cover letter, and
brochure)]
Please take a few minutes to read through these materials.
[Referring to the Advanced Letter and Cover Letter]
1.
In your own words, can you tell me what these letters are for?

2. In your own words, can you tell me what the information gathered from this survey is going to be
used for?

3. How would you improve these letters?

4. After you received the Advanced letter, would you take any steps to prepare for the SSOCS survey? If
yes, what would those steps be?

[Referring to the Brochure]
1. In your own words, can you tell me what this brochure is telling you?

2. Is there any additional information that you would want provided in the brochure?

3.

4.

Is receiving this brochure helpful or not helpful? (PROBE: Why is that?)

Do you prefer to receive the brochure in the mail or is there a better way to access this
information?

[Referring to the Physical Envelope/Pen]
1. What would be your response if you received this survey in a FedEx envelope at your school? Why?

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2. What would increase the likelihood that you would open the envelope?

3.

4.

Would your approach to this survey change if it were delivered by USPS or priority mail? Why?

Would the inclusion of a small gift, such as a free pen, increase the likelihood that you would
respond to the survey?

[Referring to all the materials together]
1.
Based on these materials, are there any reasons why you would or would not complete this
survey?

2.

Are there materials or information not included that would increase the likelihood that you would
respond to the survey? What would they be?

3. Do you have anything else you would like to tell me about these materials that you haven’t had a
chance to mention?

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Appendix B-2: Remote Interview Protocol

National Center for Education Statistics (NCES)
School Survey on Crime and Safety (SSOCS)
Cognitive Interviews
Cognitive Laboratory Protocol
OMB #1850-0803 v.169
September 29, 2016

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APPENDIX B-2: SSOCS 2018 Cognitive Labs OMB Package (Remote Protocol)

Cognitive Laboratory: Protocol for SSOCS Survey
MATERIALS NEEDED FOR INTERVIEW
□
INTERVIEWER PROTOCOL BOOKLET (THIS BOOKLET)
□
SSOCS SURVEY INTRODUCTION MATERIALS (COVER LETTER, ADVANCE LETTER,
BROCHURE)
□
RESPONDENT QUESTIONNAIRE
□
DO YOU HAVE THE CORRECT VERSION OF THE BOOKLET AND QUESTIONNAIRE?
□
DIGITAL RECORDER AND EXTRA BATTERIES
□
PENS AND PENCILS
NOTE: Probes preceded by the symbol
are considered to be “critical”. If pressed for time,
interviewers should prioritize them over non-critical questions/probes. However, all probes should be
asked if time allows for it. If a probe is not asked, please record it as: ‘DID NOT PROBE’.
STEP 1: WELCOME AND INTRODUCTION SCRIPT
Interviewer Instructions: The following scripts should NOT be read verbatim. Text in italics is suggested
content with which the interviewer should be thoroughly familiar in advance. Text in brackets [ ] presents
instructions for the interviewer.
Hello, my name is and I work for the American Institutes for Research. It’s nice to meet you,
thanks for coming to help us out today.
[Create small talk to build rapport with the principal]:
You are here today to help us out with a survey that we are working on with the U.S. Department of
Education. This survey asks about your opinions of the school where you work: [school name]. I will ask you
to take the survey as if you were taking a real survey. There are no right or wrong answers, and it’s ok if you
do not know some of the answers. As you are answering the questions I will stop you once in a while to ask
you questions. This will help us make the survey better and clearer for other principals and school staff just
like you.
Because the information you provide is so important, I am going to be taking notes while you are filling in the
survey and we are talking [INSERT IF THERE IS AN OBSERVER: and my colleague will also be observing
our session today]. We’d also like to record this interview so researchers can review the tapes later. Any
information that refers to you or the name of your school will not be included in our report. 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.C. §9573). Are you okay with us recording the interview? [BEGIN
RECORDING]
As a thank you for your time and effort, you will receive a $50 gift card will be mailed to you after today’s
interview.
Remember, you are not being tested; we want you to tell us what you think about the survey. Would you like
to be a part of this study? [If respondent agrees, continue. If not, end the interview.]

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[NOTE: Verbal consent is sufficient for a remote interview that is being recorded. If interview is not being
recorded, respondent will need to email a signed consent form (which they will be sent with all of the
materials.]
If at any time you want to stop, just let me know. [If, for any reason, the participant is no longer interested in
participating, thank the participant for his/her time and end the interview.]
Before we continue, do you have any questions about what I just said? [Answer any questions the participant
may ask.]
STEP 2: THINK-ALOUD PRACTICE
While you fill out the survey I want you to think out loud about how you are answering the questions.
Hearing you talk about how you figure out your answers to the questions will help me understand how to
make the questions better. I am more interested in how you arrive at your answers than in the answers you
give me. To help you get started on thinking aloud, we are going to do a practice activity.
I’m going to ask you a question, and I would like you to think aloud as you decide on your answer.
QUESTION: How many windows are there in the house or apartment where you live?
Please tell me what you are thinking while you are figuring out your answer.
[NOTE: If Principal has difficulty with the think-aloud practice, please show them an alternative method of
responding by answering the question yourself and model the think-aloud method]
STEP 3: COMPLETION OF THE QUESTIONNAIRE
Now I would like you to begin the questionnaire. Please open the attachment “SSOCS 2016 Questionnaire.”
If you have printed the questionnaire out, please pull it out.
While you are answering the questions, please think about the school you currently work at: [school name].
I’d like you to think aloud while you decide on your answer. Please read aloud anything you would have read
to yourself if I were not here.
Remember that I am very interested in hearing you talk about what you are thinking about as you figure out
your answers to the questions.
General Probes – These should be used when the R shows signs of confusion to a question or when you
would like the R to elaborate on a question that does not have a specific probe.
Problem Items
What is this question asking, in your own words?
What were you thinking when you answered this question?
Problem Instructions

Tell me what this introduction/instruction is telling you.

Problems with Clarity

Can you tell me in your own words what this question is asking?
What does this word [term] mean to you? [in reference to a particular word of
technical term]

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SSOCS 2018 Cognitive Labs OMB Package (Remote Protocol)

Tell me what you were thinking when I asked you about this [topic, time period,
degree, certification, etc…]
Skip and Marking
Issues

I noticed you skipped this/checked this. How did you choose this answer and not
this other option?
Can you tell me how you chose this category? How easy or hard was it to find your
answer on that list?

START THE QUESTIONNAIRE
SECTION: School Practices and Programs
STOP Respondent after Question 4 – I’d like you to stop here.
ALL: Were there any questions in this section that were confusing or a bit difficult for you to answer? Which ones?
PROBE.

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.
a. Perform one or more
Can you tell me in your own words what this question is asking?
random sweeps for
contraband (e.g., drugs or
weapons*), including dog
What is a sweep? What does this term mean for you? Can you describe this for
sniffs
me?

b. Prohibit non-academic use
of cell phones or smartphones
during school hours

What were you thinking when you answered this question?

 Does your school allow for the use of cell phones or smartphones in certain
situations or for specific purposes? Can you elaborate on these situations or
purposes?

Glossary term referenced:
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.
2. Does your school have a written plan that describes procedures to be performed in the following scenarios?

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SSOCS 2018 Cognitive Labs OMB Package (Remote Protocol)
General

What is this question asking, in your own words?

c. Accidents (e.g., school bus
or other vehicle accidents;
injury during a schoolsponsored activity or trip)

What were you thinking when you answered this question?

 Are there other types of accidents beyond the examples here that are included
in your school plans?

3. 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.
General
 Can you tell me in your own words what this question is asking?

 What would a program need to include for you to consider it to have the
intention to prevent or reduce violence?

 How did you handle this question if a component listed here is included in a
program in your school without the specific intention to prevent or reduce
violence?

[WHAT WE WANT TO KNOW: Try to find out if principals are marking
components that are specifically in “programs intended to prevent or reduce
violence” – as noted in the stem – or if they are marking components for any
programs they have, regardless of if the program has a specific focus on violence
prevention/reduction.]
Glossary term referenced:
Violence – actual, attempted, or threatened fight or assault.
4. To the best of your knowledge, during the 2015–16 school year, were there any staff at your school who legally
carried a firearm* on school property? Exclude School Resource Officers, other sworn law enforcement officers,
or other security guards or personnel who carry firearms.
General
 Can you tell me in your own words what this question is asking?

 If answered yes: Can you tell me about any additional policies or practices that
staff who carry firearms must follow?

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SSOCS 2018 Cognitive Labs OMB Package (Remote Protocol)

[WHAT WE WANT TO KNOW: Try to find out how principals would know
about policies or know if their staff carry guns and if there are particular rules the
staff have to follow if they do bring a gun to school (specific training, ways of
securing, etc.).]
Glossary term referenced:
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.
LET THE RESPONDENT CONTINUE WITH THE SURVEY.
SECTION: School Security Staff
STOP Respondent after Question 5 – I’d like you to stop here.
5. During the 2015–16 school year, did your school have one or more school-based probation officers* located on
school property?
General
Can you tell me in your own words what this question is asking?

 Can you tell me what “probation officer” means to you in the context of this
question?

 How did you come up with your answer? Tell me more about your answer?

[WHAT WE WANT TO KNOW: Try to find out if principals know if students
at their school are under probation, and if probation officers play a different role
if they aren’t onsite.]
Glossary term referenced:
Probation officers – sometimes referred to as community supervision officers, supervises people who have been placed
on probation instead of sent to prison. They work to ensure that the probationer is not a danger to the community
and to help in their rehabilitation through frequent visits with the probationer. Probation officers write reports that
detail each probationer’s treatment plan and their progress since being put on probation. Most work exclusively
with either adults or juveniles.
LET THE RESPONDENT CONTINUE WITH THE SURVEY.
Section: School Mental Health Services
STOP Respondent after Question 9 – I’d like you to stop here.
6. During the 2015–16 school year, did your school have the ability to provide diagnostic assessment* (e.g.
screening, psychiatric assessment) to students for mental health disorders*? Include services that were provided at
school* as well as services provided through a contract the school has with an outside provider.

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SSOCS 2018 Cognitive Labs OMB Package (Remote Protocol)
OBSERVE: This is a yes/no question with a skip pattern if “no” is chosen. Does respondent follow the skip
pattern?

General

Can you tell me what “diagnostic assessment” means to you?

General

Can you tell me what “mental health disorder” means to you?

Glossary terms referenced:
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.
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.
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.
7. Were diagnostic assessment* services available to students from your school in the following locations?
a. At school*, by a schoolIn the context of this question, can you tell me what “mental health professional”
employed or contracted
means to you?
mental health professional*

b. Outside of school, by a
school-employed or
contracted mental health
professional*

In the context of this question, can you tell me what “mental health professional”
means to you?

General

 Does your school have a contract with mental health professionals not
employed by the school to provide diagnostic assessment services to students,
either at school or outside of school?

 If yes: Could you tell me more about these contracted relationships?

 Are there other ways that your school is providing diagnostics assessment
services to students from your school?

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SSOCS 2018 Cognitive Labs OMB Package (Remote Protocol)

 If yes: What are they?

Glossary terms referenced:
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.
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.
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.
8. During the 2015–16 school year, did your school have the ability to provide treatment* (e.g. psychotherapy,
medication) to students for mental health disorders*? Include services that were provided at school* as well as services
provided through a contract the school has with an outside provider.
OBSERVE: This is a yes/no question with a skip pattern if “no” is chosen. Does respondent follow the skip
pattern?

General

Can you tell me what “treatment” means to you?

General

Can you tell me what “mental health disorder” means to you?

Glossary terms referenced:
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.
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.
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.
9. Were treatment* services available to students from your school in the following locations?
B-7

SSOCS 2018 Cognitive Labs OMB Package (Remote Protocol)
a. At school*, by a schoolemployed or contracted
mental health professional*

In the context of this question, can you tell me what “mental health professional”
means to you?

b. Outside of school, by a
school-employed or
contracted mental health
professional*
General

In the context of this question, can you tell me what “mental health professional”
means to you?

 Does your school have a contract with mental health professionals not
employed by the school to provide treatment services to students, either at
school or outside of school?

 If yes: Could you tell me more about these contracted relationships?

 Are there other ways that your school are providing treatment services to
students from your school? If yes, what are they?

Glossary terms referenced:
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.
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.
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.
LET THE RESPONDENT CONTINUE WITH THE SURVEY.
Section: Staff Training
STOP Respondent after Question 10 – I’d like you to stop here.
10. During the 2015–16 school year, did your school or school district provide any of the following for classroom
teachers or aides?
d. Training in recognizing
Can you tell me in your own words what this question is asking?
signs of self-harm or suicidal
tendencies

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SSOCS 2018 Cognitive Labs OMB Package (Remote Protocol)
e. Training in trauma
sensitivity*

 Can you tell me what “trauma sensitivity” means to you in the context of this
question?

Glossary terms referenced:
Trauma sensitivity – a trauma-sensitive school is one in which all students feel safe, welcomed, and supported
and where addressing trauma’s impact on learning on a school-wide basis is at the center of its educational mission.
LET THE RESPONDENT CONTINUE WITH THE SURVEY.
SECTION: Number of Incidents
STOP Respondent after Question 12 – I’d like you to stop here.
11. 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.
General
 How did you come up with your answer? Tell me more about your answer?

 Can you tell me what “arrests” means to you in the context of this question?

Glossary terms referenced:
Arrest – the act of detaining in legal custody. An "arrest" is the deprivation of a person's liberty by legal authority in
response to a criminal charge.
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.
12. To the best of your knowledge, during the 2015–16 school year, have there been any incidents of sexual
misconduct* between a staff member at your school and a student at your school? Report on misconduct between
staff and students whether or not the incidents occurred at school or away from school.
General
 How did you come up with your answer? Tell me more about your answer?

 Can you tell me what “sexual misconduct” means to you in the context of this
question?

 If answered yes: About how many incidents of sexual misconduct occurred
during the 2015–16 school year?

B-9

SSOCS 2018 Cognitive Labs OMB Package (Remote Protocol)

Glossary terms referenced:
Sexual misconduct – any act, including, but not limited to, any verbal, nonverbal, written or electronic
communication or physical activity, directed toward or with a student regardless of the age of the student that is
designed to establish a romantic or sexual relationship with the student. School staff have power over students by
virtue of their position, thus student-staff relationships are not equal and students cannot be consenting parties to
romantic or sexual relationships.
LET THE RESPONDENT CONTINUE WITH THE SURVEY

B-10

SSOCS 2018 Cognitive Labs OMB Package (Remote Protocol)
SECTION: Disciplinary Problems and Actions
STOP Respondent after Question 13 – I’d like you to stop here
 ALL: Were there any questions in this section that were confusing or a bit difficult for you to answer? Which
ones? PROBE.

13. To the best of your knowledge, how often do the following types of problems occur at your school*?
General
Can you tell me in your own words what this question is asking?

a. Student racial/ethnic
tensions

What were you thinking when you answered this question?

b. Student sexual
harassment* of other
students

Can you tell me in your own words what this question is asking?

Can you tell me what “sexual harassment” means to you?

c. Student harassment* of
other students based on
sexual orientation*

Can you tell me in your own words what this question is asking?

Can you tell me what “harassment” means to you?

Can you tell me what “sexual orientation” means to you?

d. Student harassment* of
other students based on
gender identity*

Can you tell me what “gender identity” means to you?

e. Student harassment* of
other students based on
religion

What were you thinking when you answered this question?

f. Student harassment* of
other students based on
disability

Can you tell me in your own words what this question is asking?

B-11

SSOCS 2018 Cognitive Labs OMB Package (Remote Protocol)
Glossary terms referenced:
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.
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.
Harassment – harassing conduct may take many forms, including verbal acts and name-calling, as well as nonverbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or
humiliating.
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. All students, regardless of sex or gender identity, 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.
END OF SURVEY
IF TIME ALLOWS: Review the respondent’s answers to the survey in order to ensure that there isn’t any
confusion about any of the answers.
STEP 4: REVIEW SSOCS MATERIALS
I’d like to review the materials that you receive either in preparation of the survey or with the survey. Please
open the attachment from the email I sent you earlier that is called “SSOCS Survey Introduction Materials”.
Please take a few minutes to read through these materials.
[Referring to the Advanced Letter and Cover Letter]
5.
In your own words, can you tell me what these letters are for?

6. In your own words, can you tell me what the information gathered from this survey is going to be
used for?

7. How would you improve these letters?

B-12

SSOCS 2018 Cognitive Labs OMB Package (Remote Protocol)
8. After you received the Advanced letter, would you take any steps to prepare for the SSOCS survey? If
yes, what would those steps be?

[Referring to the Brochure]
5. In your own words, can you tell me what this brochure is telling you?

6. Is there any additional information that you would want provided in the brochure?

7.

8.

Is receiving this brochure helpful or not helpful? (PROBE: Why is that?)

Do you prefer to receive the brochure in the mail or is there a better way to access this
information?

[Referring to the Physical Envelope/Pen]
5. What would be your response if you received this survey in a FedEx envelope at your school? Why?

6. What would increase the likelihood that you would open the envelope?

7.

8.

Would your approach to this survey change if it were delivered by USPS or priority mail? Why?

Would the inclusion of a small gift, such as a free pen, increase the likelihood that you would
respond to the survey?

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SSOCS 2018 Cognitive Labs OMB Package (Remote Protocol)

[Referring to all the materials together]
4.
Based on these materials, are there any reasons why you would or would not complete this
survey?

5.

Are there materials or information not included that would increase the likelihood that you would
respond to the survey? What would they be?

6. Do you have anything else you would like to tell me about these materials that you haven’t had a
chance to mention?

AT THE END OF THE INTERVIEW
If this is a remote interview, please ask the respondent for his or her mailing address (so that we can send
the incentive).
Name ____________________________________
Street ____________________________________
City ____________________________________
State ____________________________________
Zip ____________________________________

B-14

APPENDIX B-1: In Person Interview Protocol

National Center for Education Statistics (NCES)

School Survey on Crime and Safety (SSOCS) 2018
Cognitive Interviews 2016
Appendices A – E
Communication Materials
OMB #1850-0803 v.171

September 2016

Contents
Appendix A: Recruitment E-mail for SSOCS Cognitive Interviews ........................................................................ 1
Appendix B: Recruitment Script for SSOCS Cognitive Interviews ......................................................................... 2
Appendix C: Informed Consent Form for SSOCS Cognitive Interviews ................................................................. 3
Appendix D: Confirmation E-mail for SSOCS Cognitive Interviews (In Person)..................................................... 5
Appendix E: Confirmation E-mail for SSOCS Cognitive Interviews (Remote) ....................................................... 6

APPENDIX C: Recruitment Communication Materials

SSOCS 2018 Cognitive Labs Recruitment Appendices

Appendix C-1: Recruitment E-mail for SSOCS Cognitive Interviews
Subject: Opportunity to Participate in a Research Study

Dear School Principal,
My name is and I am contacting you from the American Institutes for Research (AIR)
[, a area research company]. The National Center for Education Statistics
(NCES), part of the U.S. Department of Education, and its contractor, the American Institutes for Research (AIR), are
conducting an important study on school crime and safety.
On behalf of NCES, we are recruiting elementary and secondary principals (or other school personnel who are most
knowledgeable about school crime and policies to provide a safe environment) to assist with the development of
the School Survey on Crime and Safety (SSOCS). Participants must have at least one full year of experience at their
school in order to be eligible to participate in this study.
NCES needs to know if the questions in the survey are clear, and your input will help NCES to improve the overall
quality of the survey. Participants will be asked to think aloud while they read questions from the School Survey on
Crime and Safety. Additionally, the interviewer (AIR staff member) will ask targeted questions to gain a better
understanding of participant comprehension of the survey questions. If selected to participate, you will receive
either a $50 gift card for your participation in a remote interview or a $75 gift card for your participation in an inperson interview as a thank you for your time and effort.
The interview session can either take place in-person at your school or can be conducted remotely by telephone or
video conference and will last approximately 60 minutes. The session can be scheduled at your convenience. Your
participation is voluntary, and you may request to stop at any time during the interview session. The interview
session will be recorded; all of your responses will be used for research purposes only and will 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].
If you are interested in participating in this research study, please call (202) 403-6420 or e-mail
[email protected]. If you are not the person at your school that is most knowledgeable about school crime and
policies to provide a safe environment, please feel free to forward this request to the most appropriate contact. We
look forward to speaking with you soon!
Thank you,
Steven Hummel
American Institutes for Research
1000 Thomas Jefferson St. NW
Washington, DC 20007
(202) 403-6420
[email protected]

1

SSOCS 2018 Cognitive Labs Recruitment Appendices

Appendix C-2: Recruitment Phone Script for SSOCS Cognitive Interviews
My name is and I am contacting you from the American Institutes for Research (AIR)
[, a area research company]. The National Center for Education Statistics
(NCES), part of the U.S. Department of Education, and its contractor, the American Institutes for Research (AIR),
are conducting an important study on school crime and safety. On behalf of NCES, we are looking for school
principals or other school personnel who are “most knowledgeable about school crime and policies to provide a
safe environment” to participate in interview sessions to help us understand how they interpret survey questions
on school crime and safety. I’d like to tell you a little bit about the study; is now a good time? (YES or NO and call
back later).
The School Survey on Crime and Safety (SSOCS) is a nationally representative survey administered by NCES. Our
objective in these interviews will be to assess the clarity of SSOCS survey questions. The information gained from
these interview sessions will be used to revise the survey items. AIR will be conducting the interviews on behalf of
NCES. Your participation is voluntary, and the interview session can be scheduled at your convenience. As a thank
you for your time and effort, you will receive either a $50 gift card for your participation in a remote interview or
a $75 gift card for your participation in an in-person interview.
As we know that is you qualify to participate in an interview session with a researcher to discuss survey questions
on school crime and safety. Would you be interested in participating in an interview session?
Participants must have at least one full year of experience at their school in order to be eligible to participate in
this study. Have you been at this school for at least one full school year?
[If no, thank and terminate.]
The session will last approximately 60 minutes, and the interview is strictly for research purposes. Let me assure
you that no one will attempt to sell or enroll you in anything.
We have several options for participation. The interview session can either take place in-person at or can be conducted remotely by telephone or video conference. The session can be scheduled at your
convenience. Would you prefer an in-person or remote interview session? What date and time would work best
for you?
[Wait for respondent response] Okay, great! The interview is scheduled for . Can you
provide us with your email address so that we can send you a confirmation email? Following this conversation,
you will receive an email confirming your interview time and location.
Thank you for your willingness to participate in an interview session. We look forward to seeing you on the
at .

2

SSOCS 2018 Cognitive Labs Recruitment Appendices

Appendix C-3: Informed Consent Form for SSOCS Cognitive Interviews

Dear Participant,
The National Center for Education Statistics (NCES), part of the U.S. Department of Education, and its contractor,
the American Institutes for Research (AIR), are developing a survey, the School Survey on Crime and Safety. As
part of the development process, we are seeking principals or school personnel who are “most knowledgeable
about school crime and policies to provide a safe environment” to participate in interview sessions in an effort to
gather information that will improve the clarity of the survey. An AIR staff member will meet with principals
individually for up to 60 minutes by audio or video conference or in-person at . As a thank you for
their time and effort, participants will receive either a $50 gift card for their participation in a remote interview or
a $75 gift card for their participation in an in-person interview.
Participants will be asked to think aloud while they read questions from the School Survey on Crime and Safety.
Additionally, the interviewer (AIR staff member) will ask targeted questions to gain a better understanding of the
principal’s comprehension of the survey questions. Participants’ responses will be recorded, and the information
collected during these sessions will be used for research purposes only. Your participation is voluntary, and you
may request to stop at any time during the interview session.
If you have any questions about this study or your rights as a study participant, you may contact Steven Hummel
at the American Institutes for Research by phone (202-403-6420) or by email ([email protected]).
Before you are eligible to participate, you must sign the attached consent form.
Thank you,
Steven Hummel
American Institutes for Research
1000 Thomas Jefferson St. NW
Washington, DC 20007
(202) 403-6420
[email protected]

3

SSOCS 2018 Cognitive Labs Recruitment Appendices

Consent Form
You are invited to participate voluntarily in this interview, which is being conducted by the American Institutes for
Research, a contract research firm, on behalf of the National Center for Education Statistics (NCES), which is part
of the U.S. Department of Education. The purpose of this interview is to help NCES review the School Survey on
Crime and Safety (SSOCS) questionnaire to ensure that new survey items are well understood.
NCES is authorized to conduct these interviews by the Education Sciences Reform Act of 2002 (ESRA; 20 U.S.C.
§9543), and this study has been approved by the Office of Management and Budget (OMB# 1850-0803). The
interview and discussion will take approximately 60 minutes, and all responses will be recorded. There are no
right or wrong answers to the questions we ask—we just want to ask your opinions about the questionnaire that
has been developed. You will be asked how you understand specific terms and phrases in the questions as well as
how you arrived at your answers. You can help us by describing anything you find confusing or difficult to
understand in the questions or any issues that come up as you answer them.
Again, your participation in this study is voluntary. There is no physical risk and only minimal risk associated with
data confidentiality. We will protect your information. We do not anticipate that any of the discussion topics will
make you uncomfortable or upset. However, you may refuse to answer any question, and you may take a break at
any time. The information you give us will be combined with the responses of others in a summary report that
does not identify you as an individual. 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.C. § 9573).
There are no direct benefits to you for participating in this study, but we hope that these interviews will help us
develop and improve questions for a national survey about school crime and safety. Upon completing the
interview, you will receive in appreciation for your time and effort.

I have read the attached consent form for the School Survey on Crime and Safety and associated activities; all of
my questions have been answered. The above document describing the voluntary nature, response
confidentiality, and procedures for this research study has been explained to me. I agree to participate.
Signature of Participant________________________________
Date ___/___/___
I certify that the purpose, the voluntary nature, and response confidentiality associated with participating in this
research have been explained to me.
Signature of Person Who Obtained Consent_______________________________
Date ___/___/___

4

SSOCS 2018 Cognitive Labs Recruitment Appendices

Appendix C-4: Confirmation E-mail for SSOCS Cognitive Interviews (In Person)
Subject: Confirmation of SSOCS Study Participation

Dear ,
Thank you for agreeing to participate in the School Survey on Crime and Safety (SSOCS) study. This study is being
conducted by the National Center for Education Statistics (NCES), part of the U.S. Department of Education, and
its contractor, the American Institutes for Research (AIR). Your input will help NCES improve the clarity of the
survey so that others will better understand it. You will be asked to think aloud as you read sample questions from
the School Survey on Crime and Safety so that we can better understand your comprehension of survey items.
Your participation is voluntary, and you may request to stop at any time during the session.
Your responses will be used for research purposes only and will 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]. Your responses will be recorded.
You have been scheduled for an interview session at on at . You will receive a
$75 gift card as a thank you for your time and participation.
The address of is as follows:

We thank you for your participation in this important study. If you have any questions, please contact Steven
Hummel at (202) 403-6420 or [email protected].

Thank you,
Steven Hummel
American Institutes for Research
1000 Thomas Jefferson St. NW
Washington, DC 20007
(202) 403-6420
[email protected]

5

SSOCS 2018 Cognitive Labs Recruitment Appendices

Appendix C-5: Confirmation E-mail for SSOCS Cognitive Interviews (Remote)
Subject: Confirmation of SSOCS Study Participation

Dear ,
Thank you for agreeing to participate in the School Survey on Crime and Safety (SSOCS) study. This study is being
conducted by the National Center for Education Statistics (NCES), part of the U.S. Department of Education, and
its contractor, the American Institutes for Research (AIR). Your input will help NCES improve the clarity of the
survey so that others will better understand it. You will be asked to think aloud as you read sample questions from
the School Survey on Crime and Safety so that we can better understand your comprehension of survey items.
Your participation is voluntary, and you may request to stop at any time during the session.
Your responses will be used for research purposes only and will 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]. Your responses will be recorded.
You have been scheduled for a interview session at on
. You will receive a $50 gift card as a thank you for your time and participation.

We thank you for your participation in this important study. If you have any questions, please contact Steven
Hummel at (202) 403-6420 or [email protected].

Thank you,
Steven Hummel
American Institutes for Research
1000 Thomas Jefferson St. NW
Washington, DC 20007
(202) 403-6420
[email protected]

6

Appendix D-1: Tracking sheet
SSOCS Cognitive Testing Tracking
Program Name
Study Name
OMB Clearance Date
Recruitment Efforts Start Date
Data Collection Start Date
Data Collection End Date
Target Respondent Number
Type of research (cognitive interview, usability study, focus group) 

Target participants (key demographic characteristics)

Unique research characteristics (e.g., sensitive topics, difficult 
tasks or collections, tight project schedule)
Expected interview length (in minutes)

Cities and states where interviews were conducted

Mode of the interview (e.g. in person, WebEx, telephone)
Location interviews conducted (participant's home, participant's 
business, focus group facility, or location convenient for participant 
like coffee shop)

Source of participants (prerecruited database, advertisements, 
etc.) and
Start of Recruitment Efforts

Number of eligible participants screened
Number of people recruited
Number of participant initiated cancelations
Number of participant initiated rescheduling
Number of no shows (no participant call to cancel)
Final number of interviews conducted
Incentive offered
Participant travel allowance, parking reimbursement in addition to 
honorarium, etc. (if applicable)
Any other funds paid to respondent (e.g. bonus for arriving at all 
or early, referral bonus, child‐care allowance)
Any non monetary gratuities/gifts to participants (e.g., food 
provided, free parking, childcare, gift cards)

2018 School Survey on Crime and Safety (SSOCS) Cognitive Interviews
10/5/2016
10/7/2016
10/17/2016 [target]; 11/9/2016 [actual]
11/30/2016 [target]; 12/23/16 [actual]
approximately 20 [target]; 19 [actual]
Cognitive interview
Participant
Participation distribution 
distribution [actual]
[target]
School demographics
Total
19
20
Level
5
5
   Primary
5
7
   Middle
4
7
   High
   Combined
5
1
Enrollment
8
3
   Less than 300
4
4
   300‐499
6
7
   500‐999
   1000 or more
1
6
Urbanicity
12
6
   City
4
7
   Suburb
1
3
   Town
   Rural
2
4
Percent White Enrollment
0
4
   More than 95 percent
1
5
   More than 80 to 95 percent
3
5
   More than 50 to 80 percent
   50 percent or less
15
6
Time burden (60+ minutes); Principals are a harder‐to‐reach population (as compared with 
students, teachers).
60
California ‐ 6 interviews (Atwater, Concord, Fresno, Madera, Redwood City, Riverdale)
Illinois ‐ 4 interviews (Chicago)
Colorado ‐ 2 interviews (Denver)
Texas ‐ 2 interviews (Austin, Frisco)
District of Columbia ‐ 1 interview (Washington)
Georgia ‐ 1 interview (Riverdale)
South Carolina ‐ 1 interview (Columbia)
Ohio ‐ 1 interview (Cincinnati)
Mississippi ‐ 1 interview (Poplarville)
3 In‐person
6 Videoconference
10 Telephone
16 remote (telephone or videoconference)
3 in‐person (at participant's school)
NICHOLS RESEARCH ‐ CONTRACTED RECRUITMENT FIRM
Recruitment period: 10/07/16 thru 12/21/16
14 completed interviews
AIR ‐ RECRUITMENT THROUGH PROFESSIONAL/PERSONAL CONTACTS
Recruitment period: 12/9/16 thru 12/23/16
5 completed interviews
Nichols ‐ 63 phone screened (14 completed interviews)
Nichols & AIR both conducted email outreach to an indeterminate number of eligible participants 
(AIR outreach yielded 5 complted interviews)
23 recruited and scheduled
2
7
1
19
$75 for in‐person interviews
$50 for remote interviews
N/A ‐ interviewers travel to participants for in‐person interviews
None
None

Urbancity of area where interview took place

See demographics table above under "Target Participants"

Time of day interviews were scheduled
Days of the week interviews were scheduled

9am‐7pm
Monday ‐ Friday

Notes on perceived and known causes of recruitment refusals, 
cancellations, and no shows

Time burden 
Various school districts require a vetting process and/or application process for research
Incidents coming up at school during scheduled interview times