School Pulse Panel 2024-25 Data Collection

August 2024

revised October 2024

revised November 2024

School Pulse Panel November 2024 Survey

School Pulse Panel December 2024 Survey

School Pulse Panel January 2025 Survey

School Pulse Panel February 2025 Survey

School Pulse Panel March 2025 Survey

School Pulse Panel April 2025 Survey

School Pulse Panel May 2025 Survey

School Pulse Panel June 2025 Survey

School Demographics | Introduction

Attendance

Food & Nutrition

Physical Education Programming

Arts Education Programming

National Park Service Education Programming

School Demographics | Conclusion

Suggestions for Future Content

School Demographics | Introduction

School Facilities

Technology (Digital Literacy + Artificial Intelligence)

Attendance

School Demographics | Conclusion

Suggestions for Future Content

School Demographics | Introduction

College and Career Readiness

Sources of Information

Family Engagement

Attendance

School Demographics | Conclusion

Suggestions for Future Content

School Demographics | Introduction

Concerns

State Assessment Perceptions

Climate Impacts on Educational Operations

Attendance

School Demographics | Conclusion

Suggestions for Future Content

School Demographics | Introduction

Mental Health and Well-Being

Drug Overdose Prevention

School and District Vaccine Requirements

Attendance

School Demographics | Conclusion

Suggestions for Future Content

School Demographics | Introduction

Transportation

Housing Instability

School Preparedness and Safety Procedures

Attendance

School Demographics | Conclusion

Suggestions for Future Content

School Demographics | Introduction

Student Behavior

Social and Emotional Skills

Crime and Safety (Security Officers and Staff Training)

Staffing Follow-Up

Attendance

School Demographics | Conclusion

Suggestions for Future Content

School Demographics | Introduction

Learning Strategies & Recovery

Attendance and Absenteeism

Learning Modes

Attendance

School Demographics | Conclusion

Operations Follow-up

Suggestions for Future Content

Appendix C2 SPP 2024-25 - Nov24-Jun 2025 Surveys v18

School Pulse Panel 2024-25 Data Collection

OMB: 1850-0969

Document [docx]

Download: docx | pdf

National Center for Education Statistics School Pulse Panel

School Pulse Panel

(SPP 2024-25)

OMB# 1850-0969 v. 18

Supporting Statement

Appendix C2

November 2024 – June 2025 Monthly Surveys

National Center for Education Statistics (NCES)

U.S. Department of Education

{Do not display section if answered in a previous month}

Grades. In which of the following grades or grade equivalent does your school have students enrolled?

Kindergarten
1^st grade
2^nd grade
3^rd grade
4^th grade
5^th grade
6^th grade
7^th grade
8^th grade
9^th grade/Freshman
10^th grade/Sophomore
11^th grade/Junior
12^th grade/Senior
Ungraded

Inper. Is your school offering in-person learning for students during the 2024-25 school year?

Inper_no. Which of the following best describes how students are taught at your school? {Display if Inper = No}

Fully virtual/online
Other, please specify: ________________

Next, we are interested in chronic absenteeism at your school during the 2024-25 school year. You may either report the percentage or number of students who were chronically absent this school year. Please only respond to one of the next two items you see.

Att1. Today (or the most recent day you have data), what is your attendance rate?

An attendance rate is the percentage of your students who are present for school.

_______ %

Please select the date in the calendar that you used for the attendance rate.

SchLun1. As of today, how does your school provide students with breakfast and lunch?

Students can participate in USDA School Meal programs (e.g., the National School Lunch Program, School Breakfast Program)
Students can buy meals at school but not part of USDA School Meal programs
All students must bring meals from home
Don’t Know

SchLun2. You indicated your school operates the USDA School Meal program. As of today, about what percentage of students in your school participate in these programs? {Display if SchLun1 = …Participate in USDA}

0% {If selected, no other SchLun items are displayed}
1-25%
26-50%
51-75%
76-99%
100%
Don’t Know

SchLun2b. How does this percentage of students you indicated in the previous item compare to the percentage of students that participated last year?

It has decreased a lot
It has decreased a little
It is about the same
It has increased a little
It has increased a lot

SchLun12. For the 2024-25 school year, did your school collect household applications for free- or reduced-price school meals? {Display if SchLun1 = “Students can participate in USDA…” or “Students can buy meals…”}

Yes
No
Don’t Know

SchLun3. As of today, how does your school operate the school lunch and/or breakfast programs? Select all that apply. {Display if SchLun1 = “Students can participate in USDA…” or “Students can buy meals…”}

Community Eligibility Provision (CEP) or other special provision
Other option through state or local initiative that offers all students free lunches and/or breakfasts
Standard school meal program operations
Partnerships or sponsorships with local food organizations
Other, please specify: _____
Don’t Know

SchLun6. How easy or difficult has it been for your school to operate USDA School Meal programs during this school year (2024-25) compared to last school year (2023-24) {Display if SchLun1 = “Students can participate in USDA…”}

Much more difficult
A little more difficult
About the same
A little easier
Much easier

SchLun13. What, if any, challenges have your school experienced with school meal program operations during the 2024-25 school year? Select all that apply. {Display if SchLun1 = “Students can participate in USDA…” or “Students can buy meals…”}

Decreased student participation compared to last school year (2023-24)
Increased program costs
School food service staffing shortages
Challenges convincing parents to submit applications for free- or reduced-price meals
Challenges processing applications for free- or reduced-price meals
Challenges obtaining enough food, beverages and/or meal service supplies for students participating in the school meal programs
Challenges serving specific types of foods that were planned to be on school meal program menus
Difficulty maintaining compliance with meal pattern requirements
Increased negative feedback or complaints about school meals from parents or students
Other, please specify: ____________
Don’t Know
My school has not experienced any challenges with school meal program operations this year

SchLun15. Does your school inform students or their families of the availability of the following U.S. Department of Agriculture nutrition programs?

	Yes	No
SNAP (or the Supplemental Nutrition Assistance Program, formerly known as Food Stamps)
WIC (or the Special Supplemental Food Program for Women, Infants, and Children)
Food Distribution Program on Indian Reservations
Summer Meal Programs (in-person, to go, and/or delivered meals)
Summer EBT (or Summer Electronic Benefit Transfer, also known as Sun Bucks)
Child and Adult Care Food Program (e.g., center is reimbursed for meals and snacks provided to children in afterschool care; CACFP)

SchLun11. We’d like to learn more about schools’ experiences providing your students with breakfast and/or lunch. In the space below, please share any information you would like us to know on this topic.

This item is optional.

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PhysEd1. Is a physical education course taught in any of the following grades in your school?

{Display based on responses to Grades}	Yes	No
Kindergarten
1^st
2^nd
3^rd
4^th
5^th
6^th
7^th
8^th
9^th
10^th
11^th
12^th

PhysEd2. During the 2024-25 school year, will (or have) all, some, or none of the following types of staff attend(ed) professional development related to physical education or other strategies for integrating more physical activity into the school day?

Please include workshops, conferences, continuing education, or any other kind of in-service.

	All	Some	None
Physical education teachers or specialists
Classroom teachers
Other school staff

PhysEd3. Does your school engage in any of the following physical education practices?

	Yes	No
Provide physical education teachers with a written physical education curriculum that aligns with national standards for physical education
Require physical education teachers to follow a written physical education curriculum
Allow other teachers to exclude students from a physical education class (e.g., to help them with classroom activities, for failure to complete classwork, because of behavior in their classroom)
Require physical education teachers to be certified, licensed, or endorsed by the state in physical education
Limit physical education class sizes so that they are the same size as other subject areas
Have a dedicated budget for physical education materials and equipment
Include students with disabilities in regular physical education courses as appropriate
Provide adapted physical education (i.e., special courses separate from regular physical education courses) for students with disabilities as appropriate
Allow the use of waivers, exemptions, or substitutions for physical education requirements for one grading period or longer

PhysEd4. During the last year, has your school assessed opportunities available to students to be physically active before, during, or after school?

PhysEd5. Not including physical education courses, do teachers at your school incorporate physical activity in their classes during the school day?

PhysEd6. Not including physical education courses and classroom physical activity, does your school offer opportunities for students to be physically active during the school day?

Include activities like recess, lunchtime intramural activities, or physical activity clubs.

PhysEd7. Does your school offer interscholastic sports to students?

PhysEd8. Does your school offer opportunities for students to participate in organized physical activities or provide access to facilities or equipment for physical activity during the following times?

	Yes	No
Organized physical activities before the school day
Organized physical activities after the school day
Access to facilities or equipment before the school day
Access to facilities or equipment after the school day

PhysEd9. Does your school, either directly or through the school district, have a joint use agreement for shared use of the following school or community facilities?

A joint use agreement is a formal agreement between a school or school district and another public or private entity to jointly use either school facilities or community facilities to share costs and responsibilities.

	Yes	No
Physical activity or sports facilities
Kitchen facilities and equipment
Gardens (e.g., herb or vegetable plots)

PhysEd10. Does your school have a written plan for providing opportunities for students to be physically active before, during, and after school?

This also may be referred to as a Comprehensive School Physical Activity Program plan.

PhysEd11. We’d like to learn more about schools’ experiences with physical education programming. In the space below, please share any information you would like us to know on this topic.

This item is optional.

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ArtsEd1. Please indicate which of the following performing and visual arts, if any, are taught at your school as standalone classes during the regular school day during the 2024-25 school year.

If a standalone class could count in multiple categories of visual and performing arts, select the art form that is the primary subject of the class. For example, count a course on “set design,” which may include aspects of visual arts and media arts, in the “drama/theater” category.

	Yes	No
Music
Visual arts (e.g., painting, drawing, sketching, ceramics, pottery, textiles)
Media arts (e.g., film, photography, audio/video, computer/digital arts)
Dance
Drama/theater

ArtsEd2. How adequate are the following types of support for arts instruction at this school?

	Very inadequate	Somewhat inadequate	Somewhat adequate	Very adequate
Funding
Facilities (e.g., classroom, storage, display)
Materials, equipment, tools, and instruments
Instructional time for the arts
Number of arts specialists
Arts professional development for teachers/specialists
Student interest or demand
Parent or community support

ArtsEd3. Are students at your school required to take at least one performing or visual arts class while enrolled at your school? {display if any of ArtsEd1 = yes}

ArtsEd4. On average, how many hours per week do students enrolled in these classes receive instruction?

{Display rows based on “Yes” responses to ArtsEdu1}	Less than 1 hour	1 to less than 2 hours	2 to less than 3 hours	3 to less than 4 hours	More than 5 hours
Music
Visual arts (e.g., painting, drawing, sketching, ceramics, pottery, textiles)
Media arts (e.g., film, photography, audio/video, computer/digital arts)
Dance
Drama/theater

ArtsEd5. For each of the following subject areas, who teaches the standalone class(es) at your school? Select all that apply.

{Display rows based on “Yes” responses to ArtsEdu1}	Full-time arts teacher or specialist	Part-time arts teacher or specialist	Classroom teacher	Artist-in-residence	Volunteer
Music
Visual arts (e.g., painting, drawing, sketching, ceramics, pottery, textiles)
Media arts (e.g., film, photography, audio/video, computer/digital arts)
Dance
Drama/theater

ArtsEd6. Please indicate whether the following arts instructional activities are provided by your school outside of the regular school day during the 2024-25 school year.

	Yes	No
Individual or small-group music lessons
Choir/band/marching band practice
Dance lessons (e.g., lessons, team)
Media arts lessons (e.g., film, photography, audio/video, computer/digital arts)
School performances or presentations in the arts (e.g., concerts, plays, art shows)
Arts-related field trips (e.g., school trips to concerts, plays, museums)
Other instructional activities

ArtsEd6_open. Please describe the other arts instructional activities provided by your school outside of the regular school day. {Display if ArtsEd6 = Other}

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ArtsEd7. During the 2024-25 school year, does your school have (or will it have) partnerships or collaborations with any of the following entities to help meet your school’s arts education goals?

	Yes	No
Working artists
Nonprofit arts and cultural organizations
Nonprofit organizations NOT focused on arts and culture
College or universities
Local businesses
Other partnerships or collaborations

ArtsEd7_open. Please describe the other partnerships or collaborations. {Display if ArtsEd7 = Other}

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ArtsEd8. We’d like to learn more about schools’ experiences with arts education programming. In the space below, please share any information you would like us to know on this topic.

This item is optional.

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The following questions are about the educational programming offered by the National Park Service (NPS). The NPS is a federal agency that manages all national parks and many national monuments and historic sites.

NPS1. Were you aware that the National Park Service (NPS) provides educational programming for students?

Yes, I was aware the NPS provides educational programming
No, I was not aware that the NPS provides educational programming

NPS2. During the 2024-25 school year, which of the following NPS educational programs, if any, will (or have) classes at your school participate(d) in? Select all that apply.

Field trip to an NPS location (e.g., a national park or a national historic site) with a ranger-led program
Self-guided field trip to NPS location (e.g., a national park or a national historic site)
NPS ranger visiting classrooms at your school
Online, interactive distance learning with an NPS ranger (e.g., “live” lessons)
NPS pre-recorded online lessons
NPS online resources/materials (e.g., live webcams, lesson plans, resource kits, etc.)
Classes at my school will (or have) not participate(d) in any of these NPS programs during the 2024-25 school year

NPS3. Which of the following are reasons why your school has not participated in NPS educational programming? Select all that apply. {Display if NPS2 = “Classes at my school will (or have) not…”}

Using this programming is not a priority for our school
Restrictions on what can be included in our curriculum
Time limitations
Lack of teacher awareness
Lack of teacher interest
Lack of student interest
Lack of parental/guardian support
Lack of funding
Inability to arrange transportation to NPS location(s)
Distance to NPS location(s)
Lack of district-level support
Other, please specify: __________

NPS4. How interested are YOU in the following NPS educational programs for your school?

	No interest	Slight interest	Moderate interest	A lot of interest
Field trip to an NPS location (e.g., a national park or a national historic site) with a ranger-led program
Self-guided field trip to NPS location (e.g., a national park or a national historic site)
NPS ranger visiting classrooms at your school
Online, interactive distance learning with an NPS ranger (e.g., “live” lessons)
NPS pre-recorded online lessons
NPS online resources/materials (e.g., live webcams, lesson plans, resource kits, etc.)

{Do not display section if answered in a previous month}

TEACHER0. Please enter an approximate total teacher count for your school as of today.

Please enter the number of teachers, including full-time and part-time teachers.

_____ total number of teachers

STAFF0. Please enter an approximate total non-teacher staff count for your school as of today.

Please enter the number of non-teaching staff, including full-time and part-time non-teachers.

_____ total number of non-teaching staff

ENROLLMENT0. As of today, please enter your total student enrollment count.

Please enter the number of students.

_____ total number of students

FutCont. We want to ensure we are continuing to collect information on topics that are relevant to the day-to-day functioning of U.S. public schools during the 2024-25 school year and beyond. In the space below, please share any topics you believe are important for us to know as we continue this monthly survey collection.

This item is optional.

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{Do not display section if answered in a previous month}

Grades. In which of the following grades or grade equivalent does your school have students enrolled?

Kindergarten
1^st grade
2^nd grade
3^rd grade
4^th grade
5^th grade
6^th grade
7^th grade
8^th grade
9^th grade/Freshman
10^th grade/Sophomore
11^th grade/Junior
12^th grade/Senior
Ungraded
Adult education

Grades_adult. Does your school ONLY educate adult students over the age of 19? {Display if Grades = Adult education}

Inper. Is your school offering in-person learning for students during the 2024-25 school year?

Inper_no. Which of the following best describes how students are taught at your school? {Display if Inper = No}

Fully virtual/online
Other, please specify: ________________

Fac22_c. How long ago was the last major renovation to your school’s instructional building(s)?

We have never had a major renovation to the school’s instructional building(s)
One or more of our instructional building(s) is currently under major renovation
Within the last calendar year
More than 1 year but less than 3 years ago
More than 3 years but less than 5 years ago
More than 5 years but less than 10 years ago
More than 10 years but less than 20 years ago
More than 20 years ago
Don’t know

Fac23_c. How long ago was the last major building replacement or addition made to you school?

We have never had a major building replacement or addition
We are currently undergoing a major building replacement or addition
Within the last calendar year
More than 1 year but less than 3 years ago
More than 3 years but less than 5 years ago
More than 5 years but less than 10 years ago
More than 10 years but less than 20 years ago
More than 20 years ago
Don’t know

Fac25. Overall, what is the physical condition of each of the building features listed below for your school’s main instructional building? Please refer to the rating scale below to inform your selection for each building or part of a building’s feature listed.

Excellent: new or easily restorable to “like new” condition; only minimal routine maintenance required.

Good: some preventive maintenance and/or corrective repair required.

Fair: Does not meet functional requirements in some cases; extensive corrective maintenance and repair required.

Poor: consistent substandard performance; failure(s) are disruptive and costly; requires constant attention, major corrective repair or overhaul.

Needs Replacement: non-operational, replacement required.

	Needs Replacement	Poor	Fair	Good	Excellent
Roofs
Floors
Foundation
Exterior walls, windows, or doors
Interior walls, ceilings, or doors
Plumbing
Heating, ventilation, and/or air conditioning system(s)
Electrical power
Indoor lighting
Exterior lighting

Fac26. Does your school have a formal way for teachers or staff to raise concerns about the condition of the building or classrooms?

Fac27. Overall, how would you rate the indoor air quality at your school?

Excellent
Good
Fair
Poor

Fac28. Which of the following types of cooling systems are used at your school? Select all that apply.

Central air conditioning
Individual thermostat-controlled cooling systems in certain rooms
Window air conditioning unit(s)
Portable air conditioning unit(s)
Ceiling fan(s)
Other fan(s) (e.g., box fans, standalone fans)
Dehumidifiers or evaporative coolers
Other, please specify: _____________
No types of cooling systems are used at my school

Fac29. Does your school’s main instructional building have central heating?

Yes, throughout the entire building
Yes, in some but not all rooms
No

Fac30. Can the windows at your school be easily opened and closed?

Yes, all windows
Yes, but not all windows
No

Fac31. Does your school have high-speed internet available to students?

Yes, only in some rooms of the school buildings
Yes, within all school buildings but not on all school grounds
Yes, across all school grounds and buildings
No

Fac32. Is your school building(s) adequate for the size of your student population?

Fac_more. We’d like to learn more about schools’ building facilities and amenities. In the space below, please share any information you would like us to know on this topic.

This item is optional.

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AI1a. For this school year, please indicate whether the following groups were provided training from your school or district on the use of artificial intelligence (AI)?

Artificial Intelligence (AI) is a machine-based system that can make predictions, recommendations, or decisions through analysis in an automated manner.

	All	Only some	None	Don’t know
Teachers
Non-teaching staff
Administrators

AI1b. Which of the following topics are addressed in the AI training provided by your school or district? Select all that apply. {Display if AI1a = “All” or “Only some” to at least one row}

What is AI
How to use AI to automate administrative tasks
How to use AI to create tailored educational materials for students
How to use AI to supplement instruction
How to use AI to develop diagnostic assessments for students
How to use AI to develop formative assessments for students
How to teach students about and how to use AI
Types of assignments where students are likely to appropriately use AI
Types of assignments where students are likely to inappropriately use AI (i.e., cheating)
How to identify student plagiarism conducted with AI
Ethical or equity concerns around the use of AI
Identifying misinformation that can be produced by AI
Other, please specify: ____________
Don’t know

AI2. How many teachers at your school use AI for the following tasks?

	None	A few	Several	Most	All	Don’t know
Creating lesson plans
Administrative tasks
Creating tailored educational materials for students
Supplementing instruction
Creating diagnostic assessments
Creating formative assessments
Grading and feedback

AI3. Does your school have access to any AI-based tutoring systems?

These systems may be referred to as Intelligent Tutoring Systems (ITS) or computer-aided instruction.

Yes
No
Don’t know

AI4a. Does your school or district have a written policy on students’ use of AI in school (e.g., standalone policy or incorporated into academic honesty policy or responsible use of technology policy)?

Yes
No
Don’t know

AI4b. How familiar are you with your school or district policy on students’ use of AI in school? {Display if AI4a = Yes}

Not at all familiar

Slightly familiar
Somewhat familiar
Moderately familiar
Extremely familiar

AI4c. Are you aware of any plans by your school or district to develop a policy about students’ use of AI in school? {Display if AI4a = No}

AI5. Please indicate whether the following topics regarding AI are taught to students at your school.

	All	Only some	None	Don’t know
Technical knowledge around the use of AI
Ethical/appropriate uses of AI
Identifying misinformation that can be produced by AI
Other topics regarding AI

AI5_open. Please indicate what other topics regarding AI are taught to students at your school. {Display if AI5 “Other” = “All” or “Only some”}

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AI6a. Do any teachers at your school use software to identify whether a student’s work has been AI-generated?

Yes
No
Don’t know

AI6b. Are any of the following reasons why your school does not use this kind of software? Select all that apply. {Display if AI6a = “No” or “Don’t know”}

We were not aware this type of software existed
We do not have access to this kind of software
We are concerned about the accuracy of the software
Teachers at my school would not use this kind of software even if we had access to it
Other, please specify: ___________

AI7. How concerned are YOU about the following?

	Not concerned	Slightly concerned	Somewhat concerned	Moderately concerned	Extremely concerned
Lack of guidance on using AI at your school
Sharing of student and/or teacher data with AI systems (e.g., personally-identifiable information, work products)
Potential for bias in AI
Availability of AI-focused professional development for your teachers and staff
Teachers at your school’s capability to effectively use AI
Students at your school’s capability to effectively use AI in the classroom or on assignments
Students at your school’s potential to misuse AI in the classroom or on assignments

AI8. To what extent do you agree or disagree with the following statements: “Integrating AI tools into teaching and learning will…”

	Strongly disagree	Moderately disagree	Neither agree nor disagree	Moderately agree	Strongly agree
enable students at my school to develop better critical thinking skills
lead to better educational outcomes for students at my school
enable teachers at my school to be more effective educators
enable teachers at my school to be more relevant with today’s teaching and learning needs
make life easier for teachers at my school

AI9. When it comes to their education, how favorable or unfavorable is your view of your school’s students using AI?

Very unfavorable
Somewhat unfavorable
Neither unfavorable nor favorable
Somewhat favorable
Very favorable

AI10. When it comes to their job duties, how favorable or unfavorable is your view of your school’s teachers using AI?

Very unfavorable
Somewhat unfavorable
Neither unfavorable nor favorable
Somewhat favorable
Very favorable

Tech1a. For the 2024–25 school year, does your school have a 1-to-1 computing program that provides every student a school-issued device (e.g., laptop, tablet)?

Tech1b. Which type of device is available for these students? Select all that apply. {Display if Tech1a = Yes}

Laptop
Tablet
Other device, please specify: _________

Tech1c. During the school year, when can most students bring their device home? {Display if Tech1a = Yes}

Students are not allowed to bring their device home
Only when they have assignments that require the device
On school days
On school days and weekends

Tech2a. Does your school or district have a policy on students’ cell phone usage during school hours?

Tech2b. Which of the following best describes your school’s or district’s policy on students having their cell phones in the classroom? {Display if Techa2 = Yes}

Students can have their cell phones during all classes
Each teacher decides whether students can have their cell phone during class
Students cannot have their cell phones during any classes

Tech2c. Please indicate whether students are allowed, based on your school’s or district’s policy, to use their cell phones in the following situations. {Display if Tech2a = Yes}

	Yes	No	Not applicable – this is not a situation my students can experience
During meal periods (i.e., breakfast, lunch)
During “free periods”
Between periods
During extracurricular activities
Outside of school buildings while still on school grounds
Other situations not listed above

Tech3a. Does your cell phone policy also apply to smartwatches? {Display if Tech2a = Yes}

Yes, the same policy applies to smartwatches and cell phones
No, smartwatches have a separate policy
No, we have no policy around smartwatches

Tech3b. In general, how does the policy differ between smartwatches and cell phones? {Display if Tech3a = “… separate policy”}

The policies around smartwatches are more restrictive than they are for cell phones
The rules around smartwatches are less restrictive than they are for cell phones

Tech3c. Does your school or district have a policy on students’ smartwatch usage during school hours? {Display if Tech2a = “No”}

Tech4. Please indicate how students at your school have been impacted by cell phone use in the following areas.

	Negatively	No impact	Positively
Academic performance
Mental health (socioemotional health)
Attention span

DL1. Does your school offer training on digital literacy for your students?

Please include standalone digital literacy courses or training, as well as the integration of digital literacy into other subject areas.

Digital literacy refers to being able to use technology to find, evaluate, organize, create, and communicate information.

DL1b. Is this training at your school part of a formal or structured digital literacy curriculum? {Display if DL1 = Yes}

DL6. Which grade levels in your school are offered digital literacy instruction? {Display if DL1 = Yes}

{ Rows display based on responses to Grades}	Yes	No
Kindergarten
1^st
2^nd
3^rd
4^th
5^th
6^th
7^th
8^th
9^th
10^th
11^th
12^th

DL4. How do your students receive digital literacy instruction? Select all that apply. {Display if DL1 = Yes}

In library or media lab (i.e., taught by a librarian, media specialist, computer teacher)
Embedded in core subject(s) (i.e., taught as part of core subjects, such as English language arts, social studies, math, and/or science)
Embedded in elective subject(s)
Embedded in health, wellness, and/or SEL (i.e., is integrated into social-emotional learning, health and wellness, character education, and/or sex education)
In after-school program(s)
Other, please specify: ______________

DL5. Please indicate whether your digital literacy instruction aligned to any of the following sets of standards. {Display if DL1 = Yes}

	Yes	No
State standards
District standards
Other set of standards

DL5open. Please identify the other set of digital literacy standards. {Display if DL5 = Yes to “other…”}

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DL3. Does your school offer training on digital literacy for your students’ families?

Yes
No
Don’t Know

Tech_more. We’d like to learn more about your school’s experiences with artificial intelligence, digital literacy, and students’ cell phone use. In the space below please share any other information you would like us to know on this topic.

This item is optional.

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Att1. Today (or the most recent day you have data), what is your attendance rate?

An attendance rate is the percentage of your students who are present for school.

_______ %

Click in the box below to select the date in the calendar that you used for the attendance rate.

{Do not display section if answered in a previous month}

TEACHER0. Please enter an approximate total teacher count for your school as of today.

Please enter the number of teachers, including full-time and part-time teachers.

_____ total number of teachers

STAFF0. Please enter an approximate total non-teacher staff count for your school as of today.

Please enter the number of non-teaching staff, including full-time and part-time non-teachers.

_____ total number of non-teaching staff

ENROLLMENT0. As of today, please enter your total student enrollment count.

Please enter the number of students.

_____ total number of students

This item is optional.

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{Do not display section if answered in a previous month}

Grades. In which of the following grades or grade equivalent does your school have students enrolled?

Kindergarten
1^st grade
2^nd grade
3^rd grade
4^th grade
5^th grade
6^th grade
7^th grade
8^th grade
9^th grade/Freshman
10^th grade/Sophomore
11^th grade/Junior
12^th grade/Senior
Ungraded
Adult education

Grades_adult. Does your school ONLY educate adult students over the age of 19? {Display if Grades = Adult education}

Inper. Is your school offering in-person learning for students during the 2024-25 school year?

Inper_no. Which of the following best describes how students are taught at your school? {Display if Inper = No}

Fully virtual/online
Other, please specify: ________________

SchType. Which of the following best describes this school?

REGULAR school – elementary or secondary
SPECIAL PROGRAM EMPHASIS school – such as a science or math school, performing arts school, talented or gifted school, foreign language immersion school, etc.
SPECIAL EDUCATION school – primarily serves students with disabilities
CAREER/TECHNICAL/VOCATIONAL school – primarily serves students being trained for occupations
ALTERNATIVE/OTHER school – offers a curriculum designed to provide alternative or nontraditional education; does not specifically fall into the categories of regular, special program emphasis, special education, or vocational school. Please specify: _________________

{Display AdvC1a and CCP items if 9^th grade or above is selected in Grades}

AdvC1a. Does your school offer Advanced Placement (AP), Pre-Advanced Placement (Pre-AP), International Baccalaureate (IB), or dual enrollment courses?

Yes
No
This type of coursework is not applicable to students at my school

AdvC1b. How many advanced courses are taught in your school? {Display if AdvC1a = Yes}

	Number of courses	We do not offer this program at our school
Advanced Placement (AP)
Pre-Advanced Placement (Pre-AP)
International Baccalaureate (IB)
Dual enrollment

AdvC1c. To the best of your knowledge, what percentage of students at your school are enrolled in advanced coursework?

{Display based on > 0 responses to AdvC1b}	Percentage of students	Don’t know
Advanced Placement (AP)
Pre-Advanced Placement (Pre-AP)
International Baccalaureate (IB)
Dual enrollment

CCP1. To the best of your knowledge, what percentage of students in your school participate in the following:

	Percentage of students	We do not offer this	Don’t know
Work-based learning opportunities
Workforce credential training program (postsecondary recognized credential)
Personalized career and academic plan
Career and technical education (CTE) program

CCP2. Does your school have a college and career readiness plan or goal?

Yes
No
Don’t know

CCP3. Using the responses below, fill in the sentence that best describes your school: “My school does a(n) ____________ job preparing students for college.”

Poor
Fair
Good
Very good
Excellent
Not applicable

CCP4. Using the responses below, fill in the sentence that best describes your school: “My school does a(n) ____________ job preparing students for the workforce.”

Poor
Fair
Good
Very good
Excellent
Not applicable

CCP5. Do graduation requirements at your school include college and career milestones?

Yes
No
Don’t know
Not applicable – my school does not graduate students from high school

CCP6. Are graduation requirements at your school aligned to public postsecondary admissions requirements?

Yes
No
Don’t know
Not applicable – my school does not graduate students from high school

CCP7. Does your school employ any of the following staff to support college and career readiness? Select all that apply.

Work-based learning coordinator
Career advisors
Counselors
Workforce intermediary
Other, please specify: ___________
We do not employ any staff to support college and career readiness
Don’t know
Not applicable

CCP8. Does your school offer career and technical education?

Yes
No
Don’t know
Not applicable

CCP9. To what degree does your school counseling office use your students’ college and career readiness data to inform their work and outreach to students and their families?

Never
Rarely
Sometimes
Often
Always
Don’t know
Not applicable

CCP10. Does your school partner with any of the following for your CTE program? Select all that apply. {Display if CCP1, “CTE program ‘Percentage of students’” > 0}

Other school districts or local education agencies
Technical or magnet schools within our school district
Community or technical colleges
Four-year college or university
Other, please specify: __________

CCP_more. We’d like to learn more about schools’ experiences with college and career readiness. In the space below, please share any information you would like us to know on this topic.

This item is optional.

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SOI1a. When deciding on whether to write, implement, or revise a program or policy at your school, how often do you use the following sources of information?

	Never	Sometimes	Often	Always
Education-focused peer reviewed journal articles or empirical studies
Education-focused news articles or blogs
Education-focused podcasts or other digital media
Data from your school, district, institution, and/or state
Your own experience and expertise
Colleague input, feedback, or consultation
Other schools or districts
Feedback and concerns from students
Feedback and concerns from parents or community members
Professional organizations or technical assistance resources
Other source of information

SOI1a_open. What other source of information do you use? {Display if SOI1a “Other” ≠ Never} Shape13

SOI1b. Please identify the top three most important sources of information you rely on when deciding on whether to write, implement, or revise a program or policy at your school.

Education-focused peer reviewed journal articles or empirical studies

Education-focused news articles or blogs

Education-focused podcasts or other digital media

Data from your school, district, institution, and/or state

Your own experience and expertise

Colleague input, feedback, or consultation

Other schools or districts

Feedback and concerns from students

Feedback and concerns from parents or community members

Professional organizations or technical assistance resources

Other source of information

_______ 1^st most important

_______ 2^nd most important

_______ 3^rd most important

SOI2. To what extent do you agree or disagree with the following statements that describe the current environment for you and the leadership team in your school?

Research evidence is the result of empirical studies, which may be found in reports, journal articles, and research summaries, or embedded in practice tools and assessments.

	Strongly disagree	Moderately disagree	Neither agree nor disagree	Moderately agree	Strongly agree
We have sufficient access to research evidence
We have adequate time to access and review research evidence
There are formal processes to help us engage critically with different information sources
There are processes in place to support collaborative learning

SOI3. Please rate your confidence level for the following statements: “When deciding about a program or policy at my school, I feel confident that I have the knowledge and skills to…”

	Not at all confident	Somewhat confident	Mostly confident	Very confident
find research evidence to inform practice, policy, or program development
evaluate the quality of research
interpret the results of research
apply research evidence to practice, policy, or program development
design evaluations of practices, policies, or programs
partner with others to generate research evidence

SOI_more. We’d like to learn more about the information schools use to inform policies and practices at their school. In the space below, please share any information you would like us to know on this topic.

This item is optional.

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ParEng5. Please indicate how frequently your school uses the following to engage with families during this school year.

	Daily	Weekly	Twice a month	Monthly	Less than monthly	Never
Open house/back to school nights
Parent-teacher conferences
Collaboration with parent organizations (e.g., PTA/ PTO/ PTSA, engagement-focused groups)
Contact with individual families (e.g., through phone calls, text messages, emails, a dedicated app)
School-wide communication with families (e.g., newsletters/emails, social media posts, website updates)
Family input survey(s) from the school or district
Events held during school hours that families can attend
Events held outside school hours that families can attend
Provide opportunities for families to volunteer at the school
Other method or event not mentioned above

ParEng10. Does your school require families to participate in a certain number of hours/events during this school year?

Yes
No

ParEng2. Do you have a parent/family engagement specialist or outreach worker at your school? This may be a school or district employee or an employee designated to serve in this role.

ParEng2b. Approximately how much time does this person spend working on duties associated with this position at your school? {Display if ParEng2 = Yes}

This is their full-time job at our school
About ¾ of their time
About ½ of their time
About ¼ of their time
Less than ¼ of their time

ParEng6. Approximately what percentage of students at your school have families you would characterize as “actively engaged” with the school?

_____ percent of students with actively engaged families

ParEng7. Overall, how easy or difficult is it to engage your students’ families with your school?

Very difficult
Somewhat difficult
Somewhat easy
Very easy

ParEng8. How responsive are families to your school’s efforts to increase their involvement with the student’s education?

Not at all responsive
Somewhat responsive
Mostly responsive
Completely responsive

ParEng9. To what extent, if any, do the following factors limit your school’s efforts to engage families?

	Limits in a major way	Limits in a minor way	Does not limit
Lack of interest from families
Family constraints (e.g., work schedule conflicts, transportation, childcare)
Lack of staff that can focus on family engagement
Lack of or inadequate funding to support family engagement
Language barriers between families and your school

ParEng_more. We’d like to learn more about schools’ strategies to engage parents. In the space below, please share any information you would like us to know on this topic.

This item is optional.

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Att1. Today (or the most recent day you have data), what is your attendance rate?

An attendance rate is the percentage of your students who are present for school.

_______ %

Click in the box below to select the date in the calendar that you used for the attendance rate.

{Do not display section if answered in a previous month}

TEACHER0. Please enter an approximate total teacher count for your school as of today.

Please enter the number of teachers, including full-time and part-time teachers.

_____ total number of teachers

STAFF0. Please enter an approximate total non-teacher staff count for your school as of today.

Please enter the number of non-teaching staff, including full-time and part-time non-teachers.

_____ total number of non-teaching staff

ENROLLMENT0. As of today, please enter your total student enrollment count.

Please enter the number of students.

_____ total number of students

This item is optional.

Shape16

{Do not display section if answered in a previous month}

Grades. In which of the following grades or grade equivalent does your school have students enrolled?

Kindergarten
1^st grade
2^nd grade
3^rd grade
4^th grade
5^th grade
6^th grade
7^th grade
8^th grade
9^th grade/Freshman
10^th grade/Sophomore
11^th grade/Junior
12^th grade/Senior
Ungraded
Adult education

Grades_adult. Does your school ONLY educate adult students over the age of 19? {Display if Grades = Adult education}

Inper. Is your school offering in-person learning for students during the 2024-25 school year?

Inper_no. Which of the following best describes how students are taught at your school? {Display if Inper = No}

Fully virtual/online
Other, please specify: ________________

ParCon24 1-1. How many parents/guardians, if any, have expressed concerns about the following during the 2024-25 school year?

	I have not heard this concern expressed by parents/guardians	Only one or two parents/guardians have expressed this concern	Several parents/guardians have expressed this concern	Many parents/guardians have expressed this concern
The school’s ability to meet their child’s academic needs
The school’s ability to meet their child’s developmental needs (e.g., speech development, behavioral development)
Threats or acts of violence by other students in the school
Bullying and/or cyberbullying
Their child’s mental health
Reliable transportation to and from school
The availability of extra-curricular activities for their children
The availability of academic assistance and/or enrichment offerings outside of regular school hours (e.g., after-school programs, summer programs)
The availability of academic assistance offerings during regular school hours (e.g., tutoring, pull-out services)
Issues related to staffing shortages (e.g., increased class sizes, disruptions or reductions in student services)
Quality of communication from the school
School curriculum

Confilter. 1-2 Are you the principal, assistant/vice principal, or some other similar position, at your school?

Yes, principal or similar position
Yes, assistant/vice principal or similar position
No, please specify: ______________________

AdmnCon24 1-3. What level of concern do YOU have about the following issues during the 2024-25 school year? {Display if Confilter ≠ No}

	No concern	Slightly concerned	Somewhat concerned	Moderately concerned	Extremely concerned
Students meeting academic standards
Students meeting developmental milestones (e.g., speech development, behavioral development)
Threats or acts of violence by students in the school
Bullying and/or cyberbullying
The mental health of STUDENTS at your school
Reliable transportation to and from school for students
The availability of extra-curricular activities for students
The availability of academic assistance and/or enrichment offerings outside of regular school hours (e.g., after-school programs, summer programs)
The availability of academic assistance offerings during regular school hours (e.g., tutoring, pull-out services)
Issues related to staffing shortages (e.g., increased class sizes, staff doing work outside their intended duties)
The mental health of TEACHERS or STAFF at your school
YOUR own mental health
The influence of individuals or groups outside of your school or district on school curriculum

Con24_more 1-4. We’d like to learn more about the concerns you have heard around your school during the 2024-25 school year. In the space below, please share any other information you would like us to know on this topic.

This item is optional.

Shape17

SA_math 3-1. Does your school participate in state-mandated testing for mathematics?

SA1 3-2. To what extent do you agree or disagree with the following statements related to the main state-mandated mathematics test that your students will be given during the 2024-25 school year? {Display if SA_math = Yes}

SA2 3-3. What impact, if any, do you think the COVID-19 pandemic and its lingering effects will have on your students’ performance on state-mandated mathematics testing this school year? {Display if SA_math = Yes}

No negative impact
Small negative impact
Moderate negative impact
Large negative impact
Don’t know

SA_ELA 3-4. Does your school participate in state-mandated testing for English language arts (ELA) and literacy?

SA3 3-5. To what extent do you agree or disagree with the following statements related to the main state-mandated ELA/literacy test that your students will be given during the 2024-25 school year? {Display if SA_ELA = Yes}

SA4 3-6. What impact, if any, do you think the COVID-19 pandemic and its lingering effects will have on your students’ performance on state-mandated ELA/literacy testing this school year? {Display if SA_ELA = Yes}

No negative impact
Small negative impact
Moderate negative impact
Large negative impact
Don’t know

SA5. What challenges, if any, has your school had related to state-mandated testing? Select all that apply. {Display if SA1 or SA3 = “Yes”}

Inadequate resources or materials for effective test preparation
Insufficient materials or resources for testing
Inadequate technology for testing
Physical space constraints for administering tests
Disruptions to students’ engagement in class or activities due to testing
Disruptions to regular classes or activities due to staff covering testing
Securing accommodations for students with diverse learning needs
Other, please specify: _____________
We have not experienced any challenges related to state-mandated testing

SA_more 3-7. We’d like to learn more about schools’ experiences with state assessments. In the space below, please share any other information you would like us to know on this topic. {Display if SA_math OR SA_ELA = Yes}

This item is optional.

Shape18

CI1. Please indicate whether your school has enacted any of the following strategies designed to reduce greenhouse gas emissions during the 2024-25 school year.

	Yes	No	Don’t know
Energy efficiency measures (e.g., changing to more efficient fixtures or equipment)
On-site use of energy generated by renewable power (i.e., solar, wind, geothermal)
Purchase of off-site energy generated by renewable power (i.e., solar, wind, geothermal)
Transportation efficiency measures
Waste reduction, recycling, reuse, and/or composting
Other ways to reduce greenhouse gas emissions

CI1open. Please identify the other ways to reduce greenhouse gas emissions that are used by your school. {Display if CI1 = other}

Shape19

CI2a. Does your school or district have a written strategic plan for greenhouse gas emissions reduction?

Yes
No
Don’t know

CI2b. How familiar are you with your school or district’s plan for greenhouse gas emissions reduction? {Display if CI2a = Yes}

Not at all familiar

Slightly familiar
Somewhat familiar
Moderately familiar
Extremely familiar

CI3a. Does your school have a designated staff person working on reducing greenhouse gas emissions?

This role is sometimes referred to as a Sustainability Coordinator.

CI3b. Approximately how much time does this person spend working on duties associated with this position at your school? {Display if CI3a = Yes}

This is their full-time job at our school
About ¾ of their time
About ½ of their time
About ¼ of their time
Less than ¼ of their time

CI4. During the 2024-25 school year, has your school received requests from students or families to reduce greenhouse gas emissions?

CI5. Is environmental science offered as a standalone course at your school? {Display if Grades = 5^th or above}

CI6a. Please indicate whether the following environmental topics are included in any curriculum or instruction at your school.

	Yes	No	Don’t know
Energy efficiency
Renewable energy
Transportation
Waste reduction, recycling, reuse, and/or composting
Grounds and the outdoors
Atmospheric science
Earth systems
Food systems
Conservation education
Climate change
Careers in environmental science or related fields (i.e., green and blue careers)

CI7. Does your school conduct any environmentally focused civic engagement activities?

These activities could include things like service learning, community service, or action projects.

CI9. Does your school have an environmental education graduation requirement? {Display if Grades = 11^th or 12^th}

Yes
No
Not applicable – we do not graduate students

CI10. Have any teachers at your school received professional development on environmental education?

CI11a. Please indicate whether your school has experienced any of the following severe environmental or weather events since February 2024.

	Yes	No
Extreme heat
Extreme cold
Extreme storms (e.g., hurricane, tornado)
Poor air quality due to an environmental event
Other severe environmental or weather events

CI11aopen. Please identify the other severe environmental or weather events your school has experienced since February 2024. {Display if CI11a = “Yes” to “Other”}

Shape20

CI11heat. Please indicate if extreme heat has resulted in any of the following disruptions to learning since February 2024. {Display if any of CI11a “extreme heat” = “Yes”}

	Yes	No
Loss of at least one day but less than 1 school week of instructional hours
Loss of more than 1 school week of instructional hours
Reduction in classroom space due to closed classrooms
Increase in student absenteeism
Increase in teacher or staff absenteeism

CI11cold. Please indicate if extreme cold has resulted in any of the following disruptions to learning since February 2024. {Display if any of CI11a “extreme cold” = “Yes”}

	Yes	No
Loss of at least one day but less than 1 school week of instructional hours
Loss of more than 1 school week of instructional hours
Reduction in classroom space due to closed classrooms
Increase in student absenteeism
Increase in teacher or staff absenteeism

CI11storm. Please indicate if extreme storms have resulted in any of the following disruptions to learning since February 2024. {Display if any of CI11a “extreme storms” = “Yes”}

	Yes	No
Loss of at least one day but less than 1 school week of instructional hours
Loss of more than 1 school week of instructional hours
Reduction in classroom space due to closed classrooms
Increase in student absenteeism
Increase in teacher or staff absenteeism

CI11aq. Please indicate if poor air quality due to an environmental event has resulted in any of the following disruptions to learning since February 2024. {Display if any of CI11a “poor air quality due to an environmental event” = “Yes”}

	Yes	No
Loss of at least one day but less than 1 school week of instructional hours
Loss of more than 1 school week of instructional hours
Reduction in classroom space due to closed classrooms
Increase in student absenteeism
Increase in teacher or staff absenteeism

CI11c. Please indicate whether any of the following events at your school have experienced the following issues due to severe weather since February 2024. {Display if any of CI11a = Yes}

	Yes	No
Flooding in a school building
Flooding on school grounds
Wildfires that reach school grounds
Loss of water in a school building
Loss of electrical power in a school building for half a day or more
Equipment malfunctioning or replacements needed
School building closures
Unsafe/unhealthy indoor and outdoor environmental quality
Other issues

CI11copen. Please identify the other issues. {Display if CI11c = “Yes” to “Other”}

Shape21

Att1. Today (or the most recent day you have data), what is your attendance rate?

An attendance rate is the percentage of your students who are present for school.

_______ %

Click in the box below to select the date in the calendar that you used for the attendance rate.

{Do not display section if answered in a previous month}

TEACHER0. Please enter an approximate total teacher count for your school as of today.

Please enter the number of teachers, including full-time and part-time teachers.

_____ total number of teachers

STAFF0. Please enter an approximate total non-teacher staff count for your school as of today.

Please enter the number of non-teaching staff, including full-time and part-time non-teachers.

_____ total number of non-teaching staff

ENROLLMENT0. As of today, please enter your total student enrollment count.

Please enter the number of students.

_____ total number of students

This item is optional.

Shape22

{Do not display section if answered in a previous month}

Grades. In which of the following grades or grade equivalent does your school have students enrolled?

Kindergarten
1^st grade
2^nd grade
3^rd grade
4^th grade
5^th grade
6^th grade
7^th grade
8^th grade
9^th grade/Freshman
10^th grade/Sophomore
11^th grade/Junior
12^th grade/Senior
Ungraded
Adult education

Grades_adult. Does your school ONLY educate adult students over the age of 19? {Display if Grades = Adult education}

Inper. Is your school offering in-person learning for students during the 2024-25 school year?

Inper_no. Which of the following best describes how students are taught at your school? {Display if Inper = No}

Fully virtual/online
Other, please specify: ________________

MH_ly 1-1a. Did you work at [SCHOOL NAME] prior to this school year?

The following items focus on mental health services provided to STUDENTS during the 2024-25 school year.

MH1 1-1b. During the 2024-25 school year, which of the following, if any, school-based mental health services have been provided to STUDENTS? Select all that apply.

Outreach (e.g., a screening of all students for mental health concerns)
Case management (e.g., identifying and coordinating mental health support for individual students)
Needs assessment (e.g., evaluating the gaps in resources for an individual student’s well-being)
Individual-based intervention (e.g., providing one-on-one counseling or therapy to student)
Group-based intervention (e.g., providing services to a group of students who are all seeking help for the same issue)
Family-based intervention (e.g., providing resources to caregivers for supporting their student’s health)
Telehealth delivery (e.g., meeting between mental service provider and students via video or phone at school)
External referrals (e.g., referring students to mental health professionals outside of school)
Other, please specify: _____________
We have not provided any school-based mental health services during the 2024-25 school year

MH22 1-2. Approximately what percentage of students at your school utilize school-based mental health services? {Display if MH1 ≠ “We have not provided any…”}

________ percent of students

MH2 1-3. Who provides the formal mental health services offered at your school? Select all that apply. {Display if MH1 ≠ “We have not provided any…”}

School- or district-employed licensed mental health professional (e.g., school psychologist, social worker)
School counselor (e.g., academic or general counselor)
School nurse
Outside practice or program that provides services at your school (e.g., university programs, contracted services)
Other, please specify: __________

MH23a 1-4a. Did your school implement any changes to the daily or yearly academic calendar in order to mitigate potential mental health issues for students and staff during the COVID-19 pandemic (school years 2020-21 through 2022-23)? {Display if MHly = Yes}

Include actions like designating time during the school day to focus on mental wellness and adding designated days off for students and staff to focus on their mental health. Please do not include changes due to physical health concerns.

MH23b 1-4b. For the 2024-25 school year, are you still implementing any of these actions? {Display if MH23a = Yes}

Yes, these changes have become part of our regular daily or yearly academic calendar
Yes, but we have reduced the amount of time or number of days dedicated to mitigating mental health concerns
No, our daily or yearly academic calendar has reverted back to the pre-COVID era

MH24 1-5. During the 2024-25 school year, has your school done (or will it do) any of the following to support students’ social/emotional/mental well-being? Select all that apply.

Created new positions to support student social/emotional/mental well-being
Encouraged existing staff to support student social/emotional/mental well-being
Added student classes to support social/emotional/mental well-being
Created or expanded a program to support student social/emotional/mental well-being
Offered guest speakers to support student social/emotional/mental well-being
Offered professional development to train teachers to support student social/emotional/mental well-being
Held assemblies to support student social/emotional/mental well-being
Created community events and partnerships to support student social/emotional/mental well-being
Other, please specify: ________________
We have not implemented any practices or procedures designed to support student social/emotional/mental well-being

MH12a 1-6. To what extent do you agree or disagree with the following statement: “My school is able to effectively provide mental health services to all students in need.”

Strongly disagree
Moderately disagree
Neither agree nor disagree
Moderately agree
Strongly agree

MH12b 1-7. Which of the following factors, if any, limit your school’s efforts to effectively provide mental health services to all students in need? Select all that apply.

Inadequate access to licensed mental health professionals
Insufficient mental health professional staff coverage to manage caseload
Inadequate funding
Potential legal issues for school or district (e.g., malpractice, insufficient supervision, confidentiality)
Concerns about reactions from parents
Lack of community support for providing mental health services to students in your school
Requirements that the school pay for the mental health services
Reluctance among school staff to label students with mental health disorders to avoid stigmatizing the child
Other, please specify: ____________
My school has not experienced any limitations to effectively providing mental health services to all students in need

MH25 1-8. For the 2024-25 school year, which of the following sources of funding, if any, have been used to support mental health services for students? Select all that apply.

Federal grants or other federal programs
State grants or other state programs
District or school financial funding
Partnerships or sponsorships with organizations
Other, please specify: _____________
None of the above
Don’t know

MH26 1-9. In which of the following areas related to accessing/utilizing federal funds for student support services, if any, has your school experienced challenges? Select all that apply.{display if MH25= “federal grants or…”}

Grant execution
Distribution of funds
Documentation of funds usage
Needs analysis
Other, please specify: ___________
We have not experienced any challenges in these areas
Don’t know

The following items focus on mental health services provided to STUDENTS compared to last school year (2023-24).

MH27 1-10. Compared to last school year (2023-24), how has the percentage of students who have sought school-based mental health services changed? {Display if MHly = Yes}

It has decreased a lot
It has decreased a little
It has remained the same
It has increased a little
It has increased a lot

MH28 1-11. Compared to last school year (2023-24), how has the amount of school-based mental health services provided to students changed? {Display if MHly = Yes}

It has decreased a lot
It has decreased a little
It has remained the same
It has increased a little
It has increased a lot

MH29 1-12. Compared to last school year (2023-24), how has the percentage of staff expressing concerns with students exhibiting depression, anxiety, trauma, or emotional dysregulation/disturbance changed? {Display if MHly = Yes}

It has decreased a lot
It has decreased a little
It has remained the same
It has increased a little
It has increased a lot

The following items focus on mental health services provided to STAFF during the 2024-25 school year.

MH30 1-13. During the 2024-25 school year, which of the following, if any, mental health services are available to staff? Select all that apply.

Group-based or peer support interventions
Referrals to mental health services outside of school
Mental health-related professional development
Regular staff self-assessments
Proactive outreach to staff members
Employee assistance programs (EAPs) that have a mental health component
Other, please specify: ________________
There are no mental health services available for staff

MH31 1-14. For the 2024-25 school year, which of the following sources of funding, if any, have been used to support mental health services for staff? Select all that apply.

Federal grants or other federal programs
State grants or other state programs
District or school financial funding
Partnerships or sponsorships with organizations
Other, please specify: _____________
None of the above
Don’t know

The following items focus on mental health services available to STAFF compared to the last school year (2023-24).

MH32 1-15. Compared to last school year (2023-24), how has the amount of mental health services available to staff changed? {Display if MHly = Yes}

It has decreased a lot
It has decreased a little
It has remained the same
It has increased a little
It has increased a lot

MH33 1-16. Compared to last school year (2023-24), how has the percentage of staff expressing concerns with themselves or their colleagues exhibiting depression, anxiety, trauma, or emotional dysregulation/disturbance changed? {Display if MHly = Yes}

It has decreased a lot
It has decreased a little
It has remained the same
It has increased a little
It has increased a lot

MH_more 1-17. We’d like to learn more about schools’ experiences with student and staff mental health during the 2024-25 school year. In the space below, please share any other information you would like us to know on this topic.

This item is optional.

Shape23

DOP1 2-1. Does your school or district provide formal training to teachers and staff on how to recognize the signs of a potential drug overdose?

DOP2 2-2. During this school year, please indicate whether your school included (or will include) information about the dangers of fentanyl in the following:

	Yes	No
Classroom instruction
Assemblies/guest speakers held during school hours
Events for students held outside of school hours
Events for families held outside of school hours
Other

DOP2_open 2-3. Please describe the other ways that information about the dangers of fentanyl have been shared. {Display if DOP2_5 “Other” = Yes}

Shape24

DOP3 2-4. Is naloxone (Narcan) kept at your school?

Naloxone is a medication that can reverse an overdose from opioids—including heroin, fentanyl, and prescription opioid medications—when given in time.

DOP4. Are all, some, or none of the following at your school trained to administer naloxone?

	All	Only some	None
School nurses or nurse’s aides
Mental health professionals
School security personnel (i.e., School Resource Officers [SRO], sworn law enforcement officers, or other security officers)
Classroom teachers
Non-teaching staff (e.g., tutors, coaches, support staff)
Administrative staff
Students
Other

DOP4_open. Please tell us the other people at your school that are trained to administer naloxone.

Shape25

DOP5 2- 7. During this school year, has anyone from your school administered naloxone on school grounds or at school-sponsored events?

Vac1 3-1. When does your school or district collect information from families about students’ vaccination status? Select all that apply.

During initial enrollment or registration
At the start of each academic year
After the student reaches the age of a required immunization
At regular intervals throughout the school year
Before specific events, such as school field trips and sports activities
As needed, such as when health concerns or outbreaks occur
Other, please specify: _______________
Not applicable, we do not collect this information

Vac2 3-2. Which of the following are acceptable ways for families to report students’ vaccination status to your school? Select all that apply. {Display if Vac1 ≠ not applicable}

Self-report from families
Family-held vaccination/immunization record card
Unsigned report from a health care provider
Signed report from a health care provider
Direct communication with healthcare providers
Electronic health records integrated with school systems (e.g., Immunization Information System)
Other, please specify: _______________

Vac3a. Who at your school is responsible for determining if students have documentation showing that they have received all required vaccinations? Select all that apply. {Display if Vac1 ≠ not applicable}

School nurse or nurse’s aide
Principal
Administrative staff other than the principal
School counselor
District-level staff
Local or state health officials
School volunteer
Other staff, please specify: _________

Vac3b. Who at your school is responsible for following up with students without documentation showing that they have received all required vaccinations? Select all that apply. {Display if Vac1 ≠ not applicable}

School nurse or nurse’s aide
Principal
Administrative staff other than the principal
School counselor
District-level staff
Local or state health officials
School volunteer
Other staff, please specify: _________

Vac4 3-4. What does your school do if a student has not provided documentation that they have received all required vaccinations? Select all that apply.

Notify families about the vaccination requirements
Provide information on where to obtain vaccinations
Student is given a “grace period” of a set number of days to provide complete documentation
Student is offered an exemption from school vaccination requirements
Student is allowed to attend school with proof of a vaccine appointment
Restrict the student’s participation in certain activities or events
Exclude the student from school until they provide documentation that they have received all required vaccinations
Implement a formal disciplinary review process
Report the situation to local health authorities
Something else, please specify: _______________

Vac5a. How does your school or district communicate to families about required vaccines? Select all that apply.

Direct communication with families (e.g., emails, phone calls)
Newsletters or other handouts
Through on-site vaccination clinics or services
Information sessions with healthcare professionals
School meetings or events (e.g., parent-teacher conferences, open house, back-to-school night)
Dedicated campaigns (e.g., posters around the school)
School website and social media
Other, please specify: ____________
We do not communicate with families about required vaccines

Vac5b. What information does your school or district communicate to families about vaccines? Select all that apply. {Display if Vac5a ≠ “We do not…”}

Vaccination requirements
Vaccination exemption procedures
Recommended vaccination schedules for vaccines that are not required for school entry
Vaccination information from the Centers for Disease Control and Prevention (CDC)
Vaccination information from local or state health departments
Information about potential vaccine providers
Vaccination events
Other, please specify: _____________

Vac6a 3-6. How easy or difficult has it been for you to get all students at your school to receive their required vaccinations for the 2024-25 school year?

Very easy
Somewhat easy
Somewhat difficult
Very difficult

Vac6b 3-7. What barriers has your school faced in getting all students at your school to receive their required vaccinations? Select all that apply.

Lack of access to vaccination services or clinics
Insufficient communication with parents or guardians
Limited school resources or funding for vaccination programs
Inadequate tracking and follow-up systems
Language or cultural barriers affecting vaccination compliance

Families concerned about vaccine safety
Refusal from families to vaccinate their child(ren) for religious or philosophical reasons
Other, please specify: ____________
We have not faced any barriers getting all students to receive their required vaccinations

Vac7a. How easy or difficult has it been for your school to get required vaccination status documentation for all students at your school?

Very easy
Somewhat easy
Somewhat difficult
Very difficult

Vac7b 3-8. What barriers, if any, has your school experienced when collecting required vaccination records for all students? Select all that apply.

Insufficient communication with parents or guardians
Inadequate student tracking and follow-up systems
Limited school resources or funding for vaccination programs
Reluctance from families to share medical data with schools
Family language or cultural barriers affecting vaccination documentation requirements

Other, please specify: ____________
We have not faced any barriers getting required vaccination records for all students

Vac8 3-10. Does your school or district provide families with information about eligibility or enrollment in the following programs?

	Yes	No
Vaccines for Children (VFC) Program
Medicaid
Children’s Health Insurance Program (CHIP)
Free or reduced cost vaccinations for students

Vac9a. Does your school or district have partnerships with any of the following public health agencies to promote or provide vaccinations for your students? Select all that apply.

Local health department
State health department
Federal health agencies (e.g., Center for Disease Control, Department of Health and Human Services)
Community health clinics
Non-profit health organizations
Other, please specify: ____________
We do not have partnerships with any public health agency to promote or provide vaccinations to our students

Vac9b. What kind of support does your school receive from your partnerships with public health agencies? {Display if Vac9a ≠ “We do not…”}

Informational resources to share with families
In-person education at school events
School-located vaccination events
Vaccination events at other community locations
Other, please specify: ________________

Vac10a. During this school year, has your school or district held any vaccination events?

Yes, at our school
Yes, at a location other than our school
No

Vac10b. Which vaccines were offered at these events? Select all that apply. {Display if Vac10a ≠ No}

Measles, mumps, and rubella (MMR)
Diptheria-Tetanus-Pertussis (DTaP)
Polio
Varicella
Influenza
COVID-19
Don’t know

Vac11 3-12. To what extent do you agree or disagree with the following statement: “My school should be responsible for promoting vaccinations to all of our students.”?

Strongly disagree
Moderately disagree
Neither agree nor disagree
Moderately agree
Strongly agree

Vac12 3-13. To what extent do you agree or disagree with the following statement: “My school should be responsible for promoting preventative health activities other than vaccinations (e.g., annual well visits, health screenings, healthy eating, physical activity, adequate sleep) to our students.”?

Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree

Att1. Today (or the most recent day you have data), what is your attendance rate?

An attendance rate is the percentage of your students who are present for school.

_______ %

Click in the box below to select the date in the calendar that you used for the attendance rate.

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{Do not display section if answered in a previous month}

TEACHER0. Please enter an approximate total teacher count for your school as of today.

Please enter the number of teachers, including full-time and part-time teachers.

_____ total number of teachers

STAFF0. Please enter an approximate total non-teacher staff count for your school as of today.

Please enter the number of non-teaching staff, including full-time and part-time non-teachers.

_____ total number of non-teaching staff

ENROLLMENT0. As of today, please enter your total student enrollment count.

Please enter the number of students.

_____ total number of students

This item is optional.

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{Do not display section if answered in a previous month}

Grades. In which of the following grades or grade equivalent does your school have students enrolled?

Kindergarten
1^st grade
2^nd grade
3^rd grade
4^th grade
5^th grade
6^th grade
7^th grade
8^th grade
9^th grade/Freshman
10^th grade/Sophomore
11^th grade/Junior
12^th grade/Senior
Ungraded
Adult education

Grades_adult. Does your school ONLY educate adult students over the age of 19? {Display if Grades = Adult education}

Inper. Is your school offering in-person learning for students during the 2024-25 school year?

Inper_no. Which of the following best describes how students are taught at your school? {Display if Inper = No}

Fully virtual/online
Other, please specify: ________________

{Display section if Inper_Resp or Inper = Yes}

Tran_gate . Please indicate which of the following modes of transportation are available for your students to travel to and from school.

	Yes, this mode of transportation is available to our students	No, this mode of transportation is not available to our students
By school bus
By public transportation (e.g., subway, metro, city bus)
By bike, scooter, skateboard, or other similar means
By walking to or from school
By being dropped off/picked up by car
By driving their own car
Other

Tran1. On a typical school day, approximately what percentage of your students travel to and from school using the following modes of transportation? {Display responses based on Tran_gate = Yes}

If a student takes multiple modes of transportation during their commute, count only the mode of transportation they spend the most time on when estimating percentages. For example, if a student rides the subway for 25 minutes and then walks the last 5 minutes to get to school, count them in the “By public transportation” estimate.

Percentages must add up to 100%

By school bus ______%
By public transportation (e.g., subway, metro, city bus) ______%
By bike, scooter, skateboard, or other similar means ______%
By walking to school ______%
By being dropped off/picked up by car ______%
By driving their own car ______%
Other ______%

Tran2. Are there sidewalks on the streets immediately surrounding your school?

Yes, on all streets
Yes, on some streets
No

Tran3. Are there school zones in the area immediately surrounding your school?

Tran4a. Is there a crossing guard(s) working on the streets immediately surrounding your school?

Tran4b. When is there a crossing guard(s) available to assist students? {Display if Tran4a = Yes}

Every day before AND after school
Every day only before school
Every day only after school
Some days before AND after school
Some days only before school
Some days only after school
Other, please specify: _________

Tran11a. Is free or subsidized public transportation offered to students? {Display if Tran_gate = By public transportation}

Yes, to all students
Yes, to some students
No

Tran11b. Which of the following sources of funding have been used to provide free or subsidized public transportation to students? Select all that apply. {Display if Tran11a ≠ No}

Federal grants or other federal programs
State grants or other state programs
City, county or other local grants or other city, county, or local programs
District or school financial funding
Other, please specify: _____________
None of the above
Don’t know

Tran5_v2. Which of the following traffic calming measures, if any, immediately surround your school? Select all that apply.

Traffic calming measures are intended to encourage drivers to reduce speed.

○Speed humps/tables
○Speed safety cameras
○Raised intersection crossings or other crosswalk visibility enhancements
○Mid-block crossings with pedestrian hybrid beacons or rapid rectangular flashing beacons
○Mid-block crossings without pedestrian hybrid beacons or rapid rectangular flashing beacons
○Curb extensions
○Chicanes (diversions or shifts in vehicle travel lanes in order to reduce vehicle speeds)
○Other, please specify: _______________
○There are no traffic calming measures immediately surrounding our school

Tran6_v2. What, if any, types of bike infrastructure immediately surround your school? Select all that apply.

○Sharrow (painted lane marking indicating that bicycles and vehicles share a travel lane)
○Bike Lane with a painted stripe
○Buffered Bike Lane (i.e., painted buffer, bollard buffer)
○ Protected Bike Lane (i.e., median/curb separated, parking separating car and bike lanes)
○ Shared use path, off-street Bike Lane, or other trail
○Raised/grade separated intersection crossings
○ Bike light (time separated crossing)
○Other, please specify: _______________
○We have no bike infrastructure surrounding our school

Tran7a_v2. Which of the following bicycle parking types are available on your school grounds? Select all that apply.

Bicycle racks
Bicycle lockers
Other, please specify: _____________________
Bicycle parking is not available on school grounds

Tran7b. Is the bicycle parking at your school adequate to accommodate the number of people who bike to your school? {Display if Tran7a = Yes}

Tran7c. Which of the following types of bicycle racks are available at your school? Select all that apply. {Display if Tran7a_v2 = Bicycle racks}

Bicycle racks that are mounted and hold the bicycle firmly
Bicycle racks that do not adequately secure the bicycle (e.g., bicycle racks that are not mounted, racks that do not allow bicycle locks, etc.)
Other, please specify: _______________

Tran8. Please indicate whether PARENTS/GUARDIANS have reported the following as barriers to their children walking, biking, or using other non-automotive means to commute to school.

	Yes	No
Lack of safety measures (e.g., sidewalks, crossing guards) on the commute to school
Distance from home to school
Traffic conditions on the commute
Weather
Crime around school
Child’s age
Other, please specify: _______

Tran9. To what extent do you agree or disagree with the following statement: “Traffic patterns around my school pose a threat to my students’ physical safety while commuting to school.”

Strongly disagree
Moderately disagree
Neither agree nor disagree
Moderately agree
Strongly agree

Tran10. To what extent do you agree or disagree with the following statement: “Crime around my school poses a threat to my students’ physical safety while commuting to school.”

Strongly disagree
Moderately disagree
Neither agree nor disagree
Moderately agree
Strongly agree

Tran13. What is the furthest distance students travel to your school?

Less than 1 mile
1 to less than 5 miles
5 to less than 20 miles
20 miles or more

Tran14. To what extent do you agree or disagree with the following statement: “If the areas around my school had safer walking or biking infrastructure, more of my students would walk or bike to school.”

This infrastructure may include improved sidewalks, separated bicycle lanes, or additional traffic calming measures.

Strongly disagree
Moderately disagree
Neither agree nor disagree
Moderately agree
Strongly agree

Tran15. Which of the following concerns have your students or their families expressed about traveling by school bus during the 2024-25 school year? Select all that apply. {Display if Tran_gate = By school bus}

Not available when needed
Unreasonable travel times
Unreliable
Safety
Accessibility or accommodations for students with disabilities
Other, please specify:_______________
We have not heard any concerns about students traveling by school bus

Tran16. What level of concern do you have about the following risks to your students’ safety commuting to and from school?

	No concern	Slightly concerned	Somewhat concerned	Moderately concerned	Extremely concerned
Vehicle operating speeds on the roads surrounding your school
Reckless driving
Volume of traffic on roads surrounding your school
Number of lanes students cross to get to school
Visibility at crossing
Proximity of crossing to your school
Crime around the school

Tran17. How familiar are you with the requirements listed in the Elementary and Secondary Education Act (ESEA) to support transportation for students living outside of their original district due to their experiencing homelessness?

Not at all familiar
Slightly familiar
Moderately familiar
Very familiar

Tran18. Does your school or district have a way of identifying students experiencing homelessness who are eligible for transportation provisions under ESEA?

Yes
No
Don’t know

Tran19. How familiar are you with the requirements listed in ESEA to support transportation for students living outside of their original district due to their being in foster care?

Not at all familiar
Slightly familiar
Moderately familiar
Very familiar

Tran20. Does your school or district have a way of identifying students in foster care who are eligible for transportation provisions under ESEA

No
Don’t know

Tran21. Does your school or district have a person or persons responsible for coordinating transportation for your students experiencing homelessness or foster care?

Yes
No
Don’t know

Tran1719_open. Please tell us what you know about the Elementary and Secondary Education Act (ESEA) requirements to support transportation for students living outside of their original district due to their experiencing homelessness or being in foster care? {Display if Tran17≠ Not at all familiar or if Tran19 ≠ Not at all familiar}

Tran21_open. Tell us about the person or persons responsible for coordinating transportation for your students experiencing homelessness or in foster care including their position and whether they coordinate for students experiencing homelessness, foster care, or both?

Tran22. Does your school or district coordinate with your local child welfare agency to ensure your student(s) in foster care remain in their school of origin if it is determined it is in the best interest of the student?

Yes
No – my school does not have students in foster care
No – my school does have students in foster care, but the school or district does not coordinate with the local child welfare agency

StaffVac_tran. Please enter the following information on staffing at your school.

Please enter the number of staff and vacancies. Count each part-time position as 1. For example, if your have 3 full-time tutors and 2 part-time tutors, count this as 5 in the “Total number of positions at my school” column.

Please enter only numbers in the first two columns. For “total number of positions”, include positions that are filled and that are currently vacant. For “number of vacancies”, enter ‘0’ if your school offers the position and is fully staffed.

	Total number of positions at my school (filled + vacant)	Number of vacancies	This position is not offered at my school	Don’t know
Transportation staff

HP6_tran. As of today, do you feel your school is understaffed in transportation staff?

{Display based on >0 responses in StaffVac_tran}

Hins1a. Have YOU received training by your school or district to identify students experiencing homelessness?

Hins1b. Did all, some, or none of the following staff at your school receive training from your school or district to identify students experiencing homelessness?

	All	Only some	None	This position is not offered at my school
Other school administrators (excluding yourself)
Teachers
Guidance counselors
Homeless liaisons
Other Staff

Hins2. How effective has the training you attended been at strengthening your school’s ability to serve students experiencing homelessness? {Display if Hins1a = yes}

Not at all effective
Slightly effective
Moderately Effective
Very Effective

Hins3. To what extent do you agree or disagree with the following statement: “My school is able to effectively identify students who may be experiencing homelessness.”?

Strongly disagree
Moderately disagree
Neither agree nor disagree
Moderately agree
Strongly agree

Hins4. Compared to last school year (2023-24), how has the percentage of students at your school who are experiencing homelessness changed?

It has decreased a lot
It has decreased a little
It has remained the same
It has increased a little
It has increased a lot
Not applicable – my school did not have any students experiencing homelessness this year or last

Prep1 2-1. How often does your school update its emergency operations plan (EOP)?

Never
Only after an emergency occurs
Every few years
Annually
Twice a year
More than twice a year

Prep2 2-2. How often does your school collaborate with local public/private health agencies to evaluate the school's emergency prevention measures?

Never
Only after an emergency occurs
Every few years
Annually
Twice a year
More than twice a year

Prep3 2-3. How often do you send communications to parents about emergency operations plans?

Never
Annually
Monthly
Twice a month
Weekly

Prep4 2-4. Please indicate whether your school receives input from any of the following local community partners regarding your emergency operation plan.

	Yes	No
Healthcare providers (e.g., local physicians, nurses)
Law enforcement groups (e.g., local police or bureau of investigation)
Local or state department of health representatives
Local media groups
Local emergency management services
Local social services providers
Other, please specify: ________

Prep5 2-5. Does your school website include a page where parents/guardians can review the school's emergency operations plan, response protocols, and/or procedures?

Prep6 2-6. Does your school have a dedicated person who is responsible for coordinating and managing emergency preparedness?

CS3 2-7a. Does your school have a written plan (e.g., emergency operations plans (EOP)) that describes procedures to be performed in the following scenarios?

	Yes	No
Active Shooter
Natural disasters (e.g., earthquakes, tornadoes)
Hostages
Bomb threats or incidents
Chemical, biological, or radiological threats or incidents (e.g., release of mustard gas, anthrax, smallpox, or radioactive materials)
Suicide threats or incidents
Pandemic disease
Post-crisis reunification of students with their families

CS3a 2-7b. How often does your school review each of the following written plans with staff?

{Display rows CS3a selections}	Never	Only after an emergency	Every few years	Annually	Twice a year	More than twice a year
Active Shooter
Natural disasters (e.g., earthquakes, tornadoes)
Hostages
Bomb threats or incidents
Chemical, biological, or radiological threats or incidents (e.g., release of mustard gas, anthrax, smallpox, or radioactive materials)
Suicide threats or incidents
Pandemic disease
Post-crisis reunification of students with their families

CS4a 2-8a. During the 2024-25 school year, has your school drilled (or will it drill) students on the use of the following emergency procedures or drills?

	Yes	No
Evacuation (i.e., students and staff are required to leave the building due to an incident)
Lockdown (i.e., securing the school building and grounds during incidents that pose an immediate threat of violence)
Shelter-in-place (i.e., students and staff are required to remain indoors because it is safer inside the building or a room than outside)
Active assailant drill (i.e., a real-time simulation of someone on campus who poses a serious threat of violence)

CS4b 2-8b. How often does (or will) your school drill students in these emergency procedures?

{Display based on responses to CS4a}	Every other school year or less frequently	Once a school year	Twice a school year	3-5 times a school year	6 – 8 times a school year	Nine or more times a school year
Evacuation (i.e., students and staff are required to leave the building due to an incident)
Lockdown (i.e., securing the school building and grounds during incidents that pose an immediate threat of violence)
Shelter-in-place (i.e., students and staff are required to remain indoors because it is safer inside the building or a room than outside)
Active assailant drill (i.e., a real-time simulation of someone on campus who poses a serious threat of violence)

CS13 2-9. How prepared do you feel your school is to deal with the following emergency events?

	Very prepared	Somewhat prepared	Somewhat unprepared	Very unprepared
Active shooters
Active armed individuals with a weapon other than a firearm
Intruders (e.g., unauthorized persons entering the premises)
Shooting threats (e.g., in-person verbal threats, threats made via social media)
Bomb threats or incidents
Suicide threats or incidents
Pandemic diseases
Natural disasters (e.g., earthquakes, tornadoes, hurricanes, floods, wildfires)
Inclement weather (e.g., extreme heat, snowstorms, ice storms)
Chemical or industrial hazards (e.g., industrial plant explosions, hazardous materials within or outside of the school, gas leaks)
Utility or systems failures (e.g., power or water outages, air conditioning outages)

CS1 2-10. During the 2024-25 school year, is it a practice at your school to do the following?

	Yes	No
Require visitors to sign or check in and wear badges
Control access to school buildings during school hours (e.g., locked or monitored doors, loading docks)
Control access to school grounds during school hours (e.g., locked or monitored gates)
Equip classrooms with locks so that doors can be locked from the inside
Close the campus for most or all students during lunch
Have “panic button(s)” or silent alarm(s) that directly connect to law enforcement in the event of an incident
Provide an electronic notification system that notifies parents in case of a school-wide emergency
Require faculty and staff to wear badges or picture IDs
Use one or more security cameras to monitor the school
Provide two-way radios to all or select staff
Require metal detector checks on all or most students every day
Perform random metal detector checks on students
Perform one or more random sweeps (e.g., locker checks, dog sniffs) for contraband (e.g., drugs or weapons)
Require students to wear uniforms
Enforce a strict dress code
Require clear book bags or ban book bags on school grounds
Provide a structured anonymous or confidential threat reporting system (e.g., tip line, online submission, telephone hotline, or written submission via drop box)
Require students to wear badges or picture IDs
Prohibit non-academic use of cell phones or smartphones during school hours

CS5a 2-11a. During the 2024–25 school year, does your school have a behavioral threat assessment team or any other formal group of persons to identify students who might be a potential risk for violent or harmful behavior (toward themselves or others)?

CS5b 2-11b. Have any students been found to be a potential risk for violent or harmful behavior (toward themselves or others)? {Display if CS5a = YES}

	Yes	No
Toward themselves
Toward others

CS_more 2-12. We’d like to learn more about you school’s emergency preparedness and safety procedures for the 2024-25 school year. In the space below, please share any other information you would like us to know about this topic.

This item is optional.

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Att1. Today (or the most recent day you have data), what is your attendance rate?

An attendance rate is the percentage of your students who are present for school.

_______ %

Click in the box below to select the date in the calendar that you used for the attendance rate.

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{Do not display section if answered in a previous month}

TEACHER0. Please enter an approximate total teacher count for your school as of today.

Please enter the number of teachers, including full-time and part-time teachers.

_____ total number of teachers

STAFF0. Please enter an approximate total non-teacher staff count for your school as of today.

Please enter the number of non-teaching staff, including full-time and part-time non-teachers.

_____ total number of non-teaching staff

ENROLLMENT0. As of today, please enter your total student enrollment count.

Please enter the number of students.

_____ total number of students

This item is optional.

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{Do not display section if answered in a previous month}

Grades. In which of the following grades or grade equivalent does your school have students enrolled?

Kindergarten
1^st grade
2^nd grade
3^rd grade
4^th grade
5^th grade
6^th grade
7^th grade
8^th grade
9^th grade/Freshman
10^th grade/Sophomore
11^th grade/Junior
12^th grade/Senior
Ungraded
Adult education

Grades_adult. Does your school ONLY educate adult students over the age of 19? {Display if Grades = Adult education}

Inper. Is your school offering in-person learning for students during the 2024-25 school year?

Inper_no. Which of the following best describes how students are taught at your school? {Display if Inper = No}

Fully virtual/online
Other, please specify: ________________

SB2_24 1-1. To what extent do you agree or disagree with the following statement:

“The COVID-19 pandemic and its lingering effects continue to negatively impact the behavioral development of students at my school.”

Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree

SB3_24 1-2. To what extent do you agree or disagree with the following statement:

“The COVID-19 pandemic and its lingering effects continue to negatively impact the socioemotional development of students at my school.”

Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree

SB11_24 1-3. Compared to your typical behavioral expectations for students in their grade, please indicate how MOST students in each grade or grade equivalent at your school behaved during this school year.

{Display based on responses to Grades}	Behaved worse than expected	Behaved as expected	Behaved better than expected
Kindergarten
1^st grade
2^nd grade
3^rd grade
4^th grade
5^th grade
6^th grade
7^th grade
8^th grade
9^th grade
10^th grade
11^th grade
12^th grade

CS2 1-9. As of today, have any of the following contraband items been confiscated from students at your school during the 2024-25 school year?

	Yes	No
Firearms
Explosive devices
Tasers or stun guns
Knives or other sharp objects that are used as a weapon
Blunt objects that can be used as weapon (e.g., brass knuckles)
Aerosol sprays (e.g., Mace, pepper spray)
Other weapons
Illegal drugs or drug paraphernalia
Prescription drugs
Alcohol
Tobacco products or paraphernalia (e.g., cigarettes, vaping products)
Other substances

CS2_other. What other weapons and/or substances have been confiscated from students at your school during the 2024-25 school year? {Display if CS2_7 OR CS2_12 = Yes}

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SB12a. Did your school close (either for the full day or part of the day) in response to any violent threats received this school year?

Violent threats may include threats of gun violence, bomb threats, etc.

SB12b. How many days did your school close due to violent threats? {Display if SB12a = Yes}

Count partial closures as a half day.

____ days

SB13. In the case of unexpected school closures (whether due to violent threats or other reasons), how are students and their families notified?

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SB6 1-10. Does your school need more of any of the following to better support student behavior and development? Select all that apply.

More training on classroom management strategies
More training on supporting students’ socioemotional development
More teachers and/or staff need to be hired
More support for student and/or staff mental health
Other, please specify _________________
None of the above

SB_more 1-11. We’d like to learn more about schools’ experiences with student behavior and discipline. In the space below, please share any information you would like us to know on this topic. Shape33

SECfc_gate. Does your school use a formal curriculum designed to support the development of student’s social and emotional skills?

SECfc5. How effective has your school’s social and emotional skills curriculum been at improving student outcomes? {Display if SECfc_gate = Yes}

Not at all effective
Slightly effective
Moderately effective
Very effective
Extremely effective

SECfc6. What barriers, if any, has your school experienced in implementing its social and emotional skills curriculum? {Display if SECfc_gate = Yes}

Curriculum is too burdensome for teachers to implement completely
Time limitations
Lack of teacher support for the curriculum
Lack of materials and resources
Lack of funding
Lack of parental/guardian support for the curriculum
Lack of district-level support for the curriculum
Other, please specify: __________
We have not experienced any barriers implementing our social and emotional skills curriculum

SECfc7. Which of the following are reasons why your school has not implemented a formal curriculum designed to support the development of students’ social and emotional skills? {Display if SECfc_gate = No}

Implementing a formal curriculum is not a priority for our school
Restrictions on what can be included in our curriculum
Time limitations
Lack of teacher support for the curriculum
Lack of materials and resources
Lack of funding
Lack of parental/guardian support for the curriculum
Lack of district-level support for the curriculum
Other, please specify: __________
Don’t know

SEC_more. We’d like to learn more about schools’ social and emotional learning practices during the 2024-25 school year. In the space below, please share any other information you would like us to know on this topic.

This item is optional.

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For the next set of items, use the following definitions:

Sworn Law Enforcement Officer (SLEO): an individual who ordinarily carries a firearm and a badge, has full arrest powers, and is paid from governmental funds.
School Resource Officer (SRO): A sworn law enforcement officer with arrest authority, who has specialized training and is assigned to work in collaboration with school organizations; all SROs are SLEOs, but not all SLEOs are SROs.
Security Officer: an individual who works to maintain safety and security at school but is NOT a SLEO and does not have the same authority as SLEOs (e.g., cannot make arrests).

CS6a. During 2024-25 school year, does your school have any sworn law enforcement officers (SLEOs), including School Resource Officers (SROs), present at your school at least once a week? {Display if Treatment = 1}

Do NOT include security officers who are not sworn law enforcement officers.

CS6a_ii. Do you have any sworn law enforcement officers (SLEOs), including School Resource Officer (SROs), assigned to your school? {Display if CS6a = No OR Treatment = 2}

Do NOT include security officers who are not sworn law enforcement officers.

CS6aa. During the 2024-25 school year, how often does your school have any sworn law enforcement officers (SLEOs), including School Resource Officers (SROs), present at your school? {Display if CS6a_ii = Yes & Treatment = 2}

Daily
At least once a week
At least once a month
Less than once a month
Never

CS6c. Do any of the SLEOs (including SROs) at your school routinely: {Display if CS6a = Yes OR CS6aa = Daily or at least once a week}

Do NOT include security officers who are not sworn law enforcement officers.

	Yes	No	Don’t know
Carry physical restraints (e.g., handcuffs, tasers)
Carry chemical aerosol sprays (e.g., Mace, pepper spray)
Carry a firearm
Wear a body camera

CS7a. How many of the following security personnel are present at your school at least once a week?

If an officer works full-time across various schools in the district, please count the officer as “part-time” for your school.

If your school does not have any officers present at your school at least once a week, enter 0.

Full-time School Resource Officer: _________
Part-time School Resource Officer: _________
Full-time sworn law enforcement officer (NOT a School Resource Officer): ________
Part-time sworn law enforcement officer (NOT a School Resource Officer): ________
Full-time security officer: _________
Part-time security officer: __________

CS7b. To what extent do you agree or disagree with the following statement: “The School Resource Officer(s) at my school make(s) a positive impact on our school community.” {Display if CS7a Full- or Part-time SROs > 0}

Strongly disagree
Somewhat disagree
Neither agree nor disagree
Somewhat agree
Strongly agree

CS7c. To what extent do you agree or disagree with the following statement: “The sworn law enforcement officer(s) at my school make(s) a positive impact on our school community.” {Display if CS7a Full- or Part-time sworn law enforcement officer > 0}

Strongly disagree
Somewhat disagree
Neither agree nor disagree
Somewhat agree
Strongly agree

CS7d. To what extent do you agree or disagree with the following statement: “The security officer(s) at my school make(s) a positive impact on our school community.” {Display if CS7a Full- or Part-time security officer > 0}

Strongly disagree
Somewhat disagree
Neither agree nor disagree
Somewhat agree
Strongly agree

CS8. Aside from SLEOs (including SROs) or other security officers or personnel who carry firearms, during the 2024-25 school year, are there any staff at your school who legally carry a firearm on school property?

Yes
No
Don’t know

CS9. During the 2024-25 school year, has your school or school district provided (or will they provide) any of the following trainings for classroom teachers or aides at this school?

	Yes	No	Don’t Know
Classroom management for teachers
School-wide discipline policies and practices related to violence
School-wide discipline policies and practices related to cyberbullying
School-wide discipline policies and practices related to bullying other than cyberbullying
School-wide discipline policies and practices related to alcohol and/or drug use
Safety procedures (e.g., how to handle emergencies)
Recognizing early warning signs of students likely to exhibit violent behavior
Recognizing signs of self-harm or suicidal tendencies
Intervention and referral strategies for students displaying signs of mental health disorders (e.g., depression, mood disorders, ADHD)
Recognizing physical, social, and verbal bullying behaviors
Recognizing signs of students using/abusing alcohol and/or drugs
Positive behavioral intervention strategies
Crisis prevention and intervention
Recognizing or responding to behaviors involving bias or hate crimes against traditionally marginalized groups
Diversity, equity, and inclusion (DEI)

CS9a. How many classroom teachers or aides participated in these trainings?

{Display rows based on CS9 = Yes}	All	Most	Some	Don’t know
Classroom management for teachers
School-wide discipline policies and practices related to violence
School-wide discipline policies and practices related to cyberbullying
School-wide discipline policies and practices related to bullying other than cyberbullying
School-wide discipline policies and practices related to alcohol and/or drug use
Safety procedures (e.g., how to handle emergencies)
Recognizing early warning signs of students likely to exhibit violent behavior
Recognizing signs of self-harm or suicidal tendencies
Intervention and referral strategies for students displaying signs of mental health disorders (e.g., depression, mood disorders, ADHD)
Recognizing physical, social, and verbal bullying behaviors
Recognizing signs of students using/abusing alcohol and/or drugs
Positive behavioral intervention strategies
Crisis prevention and intervention
Recognizing or responding to behaviors involving bias or hate crimes against traditionally marginalized groups
Diversity, equity, and inclusion (DEI)

CS10. To what extent, if any, do the following factors limit your school’s efforts to reduce or prevent disruptive behavioral issues, including crimes, from occurring on school grounds?

	Limits in a major way	Limits in a minor way	Does not limit
Lack of or inadequate teacher training in classroom management
Lack of or inadequate alternative placement or programs for disruptive students
Likelihood of complaints from parents
Lack of teacher support for school policies
Lack of parental support for school policies
Teachers’ fear of student retaliation
Fear of litigation
Inadequate funds
Inconsistent application of school policies by faculty or staff

CS11. During the 2024-25 school year, does your school allow for the use of the following disciplinary actions?

	Yes	No	Don’t know
Removal with no continuing school services for at least the remainder of the school year
Removal with school-provided tutoring/home instruction for at least the remainder of the school year
Transfer to an alternative school for disciplinary reasons
Transfer to another regular school for disciplinary reasons
Out-of-school suspension or removal for less than the remainder of the school year with NO curriculum or services provided
Out-of-school suspension or removal for less than the remainder of the school year with curriculum or services provided
Referral to a school counselor
Assignment to a program (during school hours) designed to reduce disciplinary problems
Assignment to a program (outside of school hours) designed to reduce disciplinary problems
Loss of school bus privileges due to misbehavior
Corporal punishment
Placement on school probation with consequences if another incident occurs
Detention and/or Saturday school
Loss of student privileges
Requirement of participation in community service

CS12. We’d like to learn more about what schools are experiencing with regard to school crime and safety. In the space below, please share any other information you would like us to know about school safety and discipline at your school.

This item is optional.

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HP5_open1. At any point this school year, have you felt understaffed?

HP5_open2. Why have you felt understaffed? {Display if HP5_open1 = Yes}

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Att1. Today (or the most recent day you have data), what is your attendance rate?

An attendance rate is the percentage of your students who are present for school.

_______ %

Click in the box below to select the date in the calendar that you used for the attendance rate.

Shape37

{Do not display section if answered in a previous month}

TEACHER0. Please enter an approximate total teacher count for your school as of today.

Please enter the number of teachers, including full-time and part-time teachers.

_____ total number of teachers

STAFF0. Please enter an approximate total non-teacher staff count for your school as of today.

Please enter the number of non-teaching staff, including full-time and part-time non-teachers.

_____ total number of non-teaching staff

ENROLLMENT0. As of today, please enter your total student enrollment count.

Please enter the number of students.

_____ total number of students

This item is optional.

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{Do not display section if answered in a previous month}

Grades. In which of the following grades or grade equivalent does your school have students enrolled?

Kindergarten
1^st grade
2^nd grade
3^rd grade
4^th grade
5^th grade
6^th grade
7^th grade
8^th grade
9^th grade/Freshman
10^th grade/Sophomore
11^th grade/Junior
12^th grade/Senior
Ungraded
Adult education

Grades_adult. Does your school ONLY educate adult students over the age of 19? {Display if Grades = Adult education}

Inper. Is your school offering in-person learning for students during the 2024-25 school year?

Inper_no. Which of the following best describes how students are taught at your school? {Display if Inper = No}

Fully virtual/online
Other, please specify: ________________

SR2a. Approximately what percentage of students at your school will or have ENDED the 2024-25 school year behind grade level in at least one academic subject?

_____ percent of students
Don’t Know

SR2c. In which of the following academic subjects did students at your school end the 2024-25 school year behind grade level? {Display if SR2a > 0}

	No students were behind grade level in this subject	At least some students were behind grade level in this subject	Not Applicable – this subject is not offered at my school	Not Applicable – we do not have this type of data in this subject area
English or Language Arts
Mathematics
Sciences (e.g., general science, biology, chemistry, etc.)
Computer Science
Foreign Language
Social Studies

SR3a. As of today, what strategies has your school used to support learning recovery for students during this school year? Select all that apply.

Tailored accelerated instruction (i.e., teacher-led individualized learning, using new, grade-level content to teach prior-grade concepts or skills)
Remedial instruction (i.e., using content from prior years to teach concepts or skills)
Identifying individual student academic needs with diagnostic assessment data
Identifying individual student academic needs with formative assessment data
Extending class time spent on targeted subject areas during the school day
Extending the school day to accommodate learning recovery activities
Extending the school week to accommodate learning recovery activities
Extending the school year to accommodate learning recovery activities
Professional development for teachers/staff on learning recovery
Family workshops to provide techniques and guidance to support learning recovery
Family engagement/outreach activities (e.g., home visits, communicating via text apps, video conference meetings, etc.)
Hiring additional educators to provide more small-group and individual instruction
Other, please specify: ___________
We have not implemented any strategies to support learning recovery

SR3b. How effective have these strategies been in supporting pandemic-related learning recovery for your students during the 2024-25 school year?

{Rows populate based on answers in SR3a}	Not at all effective	Slightly effective	Moderately effective	Very effective	Extremely effective
Tailored accelerated instruction (i.e., teacher-led individualized learning, using new, grade-level content to teach prior-grade concepts or skills)
Remedial instruction (i.e., using content from prior years to teach concepts or skills)
Identifying individual student academic needs with diagnostic assessment data
Identifying individual student academic needs with formative assessment data
Extending class time spent on targeted subject areas during the school day
Extending the school day to accommodate learning recovery activities
Extending the school week to accommodate learning recovery activities
Extending the school year to accommodate learning recovery activities
Professional development for teachers/staff on learning recovery
Family workshops to provide techniques and guidance to support learning recovery
Family engagement/outreach activities (e.g., home visits, communicating via text apps, video conference meetings, etc.)
Hiring additional educators to provide more small-group and individual instruction

SR3c. Has use of this strategy decreased, remained the same, or increased since last school year?

{Rows populate based on answers in SR3a}	Decreased	Remained the same	Increased	Did not do last year
Tailored accelerated instruction (i.e., teacher-led individualized learning, using new, grade-level content to teach prior-grade concepts or skills)
Remedial instruction (i.e., using content from prior years to teach concepts or skills)
Identifying individual student academic needs with diagnostic assessment data
Identifying individual student academic needs with formative assessment data
Extending class time spent on targeted subject areas during the school day
Extending the school day to accommodate learning recovery activities
Extending the school week to accommodate learning recovery activities
Extending the school year to accommodate learning recovery activities
Professional development for teachers/staff on learning recovery
Family workshops to provide techniques and guidance to support learning recovery
Family engagement/outreach activities (e.g., home visits, communicating via text apps, video conference meetings, etc.)
Hiring additional educators to provide more small-group and individual instruction

Tutoring_gate. At any time during this school year, which of the following types of tutoring, if any, were students at your school provided? Select all that apply.

High-dosage tutoring (also known as evidence-based or high-quality tutoring): A method of tutoring in which the same student(s) receive(s) tutoring:

three or more times per week
for at least 30 minutes per session,
in sessions that are one-on-one or with small groups,
that is provided by educators or well-trained tutors who have received specific training in tutoring practices,
that aligns with evidence-based core curriculum or programs, AND
is NOT drop-in homework help

Standard tutoring: A less intensive method of tutoring in which the same student(s) receive(s) tutoring:

any number of times per week OR on an as-needed (drop-in) basis
in sessions with no minimum length of time
in sessions that may be one-on-one or involve any number of other students, and
that is provided by educators who may or may not have received specific training in tutoring practices

Self-paced tutoring: A method of tutoring in which a student works on their own, typically online, where they are provided guided instruction that allows them to move on to new material after displaying mastery of content.
On-demand online tutoring: A method of tutoring in which a school partners with or contracts out services to an external online tutoring program or company that offers 24/7 support, is led by qualified tutors (e.g., certified teachers, subject-matter experts), and is available on-demand for students to access.
Other method(s) of tutoring, please specify: _________________
No tutoring was provided to students by our school

Tutoring4. How effective has each tutoring program been in improving student outcomes during this school year?

{Display based on Tutoring_gate responses}	Not at all effective	Slightly effective	Moderately effective	Very effective	Extremely effective
High-dosage tutoring
Standard tutoring
Self-paced tutoring
On-demand online tutoring
Other methods of tutoring

SR_more. We’d like to learn more about your school’s experiences with students’ learning recovery during the 2024-25 school year. In the space below please share any other information you would like us to know on this topic.

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ABS7end. What is (or was) the average daily attendance rate for your school for the 2024-25 school year?

An attendance rate is the percentage of your students who are present for school.

_____%

Next, we are interested in chronic absenteeism at your school during the 2024-25 school year.

ABS2z. Compared to LAST school year (2023-24), how have student absences at your school changed during the 2024-25 school year? Include excused and unexcused absences.

Student absences have decreased a lot
Student absences have decreased a little
Student absences have remained about the same
Student absences have increased a little
Student absences have increased a lot

ABS3b. Compared to LAST school year (2023-24), how have teacher absences at your school changed during the 2024-25 school year? Include planned and unplanned absences.

Teacher absences have decreased a lot
Teacher absences have decreased a little
Teacher absences have remained about the same
Teacher absences have increased a little
Teacher absences have increased a lot

ABS4b. Compared to LAST school year (2023-24), how easy or difficult has it been for your school to get substitute teachers during the 2024-25 school year?

Much easier
Somewhat easier
About the same
Somewhat more difficult
Much more difficult

ABS5a. During the 2024-25 school year, how has your school covered classes when there are teacher absences and you cannot find a substitute teacher? Select all that apply.

Administrators cover classes
Staff who are not regular classroom teachers (e.g., media specialists, paraprofessionals, coaches, interventionists, etc.) cover classes
Other teachers cover classes during their prep periods
Separate sections or classes are combined into one room
Cancel classes
Other, please specify: ________________
Not Applicable – my school has always been able to find substitute teachers

ABS5b. During the 2024-25 school year, how frequently has your school needed to use the alternative class coverage strategies you indicated above? {Display if ABS5a ≠ N/A}

Very rarely
Rarely
Occasionally
Very frequently
Always

ABS16. Which of the following, if any, were reasons that students at your school missed too much school this year? Select all that apply.

Students at my school did not miss too much school
Bullying
Food insecurity
Instruction was perceived to not be interesting or relevant
Lack of access to health care
Lack of relationships to adults at the school
Lack of relationships to peers at school
Lack of routine
Mental health issue
Physical illness
Staying home unnecessarily for minor symptoms
Student apathy
Taking care of siblings
Transportation issues
Unstable housing
Violence in the community
Work schedule conflicts with school
Other, please specify: ________
Parent apathy
Family vacations

ABS17a. Does your school use a universal screening tool* that utilizes student-level data to systematically identify students at-risk?

*Universal screening tools may be referred to as Early Warning Systems (EWS), Early Identification Systems (EIS), or Early Warning Intervention and Monitoring System (EWIMS), among other similar titles.

ABS17b. Which of the following data are used in your school’s universal screening tool to identify students who might be at-risk and require intervention? {Display if ABS17a = Yes}

Poor attendance
Poor course performance (i.e., low grades)
Low achievement test scores
Signs or symptoms of mental health or socio-emotional issues
Behavioral issues or referrals
Signs of high mobility (i.e., frequent address changes)
Interactions with the criminal justice system
Other, please specify: _________

ABS17c. Which of the following actions occur when a student has been identified for poor attendance in your school’s early warning system? {Display if ABS17b = poor attendance}

Notification sent to parent/guardian about student’s poor attendance
Meeting of teachers and administrators
Meeting of parents and school staff
Develop an intervention plan
Assign a case manager
Assign an adult mentor
Arrange access to social services
Refer to student support team
Assign to a dropout prevention program
Other, please specify: ____________

ABS11a. Did your school use any of the following strategies to improve student attendance during the 2024-25 school year?

	Yes	No
Incentives for students (e.g., perfect attendance awards, school-wide recognition)
Increased communication with parents when the days a student is absent reaches a certain number
At-home visits by school or district personnel
Increased communication about the importance of school attendance to students and parents (e.g., through newsletters, text messages, postcards)
Use of support services (e.g., Positive Behavioral Interventions and Supports [PBIS] team, attendance teams)
Adult-student mentoring programs
Peer mentoring programs
Use of legal system services (e.g., truancy officers, department of child services, wellness checks)
Efforts to build a supportive environment for students (e.g., improving school culture/morale, implementing wellness programs)
Changes to school calendar (e.g., 4-day school week, extended school breaks)

ABS11b. How effective was each strategy at improving student attendance?

{display rows based on responses to ABS11a}	Not at all effective	Slightly effective	Moderately effective	Very effective	Extremely effective
Incentives for students (e.g., perfect attendance awards, school-wide recognition)
Increased communication with parents when the days a student is absent reaches a certain number
At-home visits by school or district personnel
Increased communication about the importance of school attendance to students and parents (e.g., through newsletters, text messages, postcards)
Use of support services (e.g., PBIS team, attendance teams)
Adult-student mentoring programs
Peer mentoring programs
Use of legal system services (e.g., truancy officers, department of child services, wellness checks)
Efforts to build a supportive environment for students (e.g., improving school culture/morale, implementing wellness programs)
Changes to school calendar (e.g., 4-day school week, extended school breaks)

ABS12a. Did your school use any of the following strategies to improve teacher and non-teaching staff attendance during the 2024-25 school year?

	Yes	No
Incentives for staff (e.g., financial bonuses or rewards, school-wide recognition, “jeans days”)
Efforts to build a supportive environment for staff (e.g., improving school culture/morale, implementing wellness programs, reducing paperwork)
Allowing more flexibility with leave time (e.g., partial day leave, mental health days use as sick days)
Disciplinary actions (e.g., implement performance improvement plan, letter in personnel file)
Changes to school calendar (e.g., 4-day school week)
Changes to daily work schedule (e.g., more dedicated prep time, reduced teaching time)

ABS12b. How effective was each strategy at improving teacher and non-teaching staff attendance?

{display rows based on responses to ABS12a}	Not at all effective	Slightly effective	Moderately effective	Very effective	Extremely effective
Incentives for staff (e.g., financial bonuses or rewards, school-wide recognition, “jeans days”)
Efforts to build a supportive environment for staff (e.g., improving school culture/morale, implementing wellness programs, reducing paperwork)
Allowing more flexibility with leave time (e.g., partial day leave, mental health days use as sick days)
Disciplinary actions (e.g., implement performance improvement plan, letter in personnel file)
Changes to school calendar (e.g., 4-day school week)

ABS6. We’d like to learn more about schools’ experiences with student, teacher, and staff absences. In the space below, please share any information you would like us to know on this topic.

Shape40 This item is optional.

Learning24a. During this school year, did any of the following reasons cause your school to cancel in-person learning on short or unexpected notice for at least one day? {Display if inper = Yes}

	Yes	No
Excessive illness among students
Excessive illness among staff
Excessive illness in the general community (e.g., COVID-19, Influenza)
Excessive staff absence (non-illness related)
Excessive student absence (non-illness related)
Safety concerns due to violence (e.g., threats made against the school)
Safety concerns due to other factors (e.g., fire at nearby building, industrial issue impacting air quality)
Weather event or natural disaster
Other reason not listed

Learning24b. When you had to cancel in-person learning, how many days did you do the following? {Display if ANY of Learning24a = yes}

Switch to virtual learning: _________ days
Not hold any classes: ________days

Att1. Today (or the most recent day you have data), what is your attendance rate?

An attendance rate is the percentage of your students who are present for school.

_______ %

Click in the box below to select the date in the calendar that you used for the attendance rate.

Shape41

{Do not display section if answered in a previous month}

TEACHER0. Please enter an approximate total teacher count for your school as of today.

Please enter the number of teachers, including full-time and part-time teachers.

_____ total number of teachers

STAFF0. Please enter an approximate total non-teacher staff count for your school as of today.

Please enter the number of non-teaching staff, including full-time and part-time non-teachers.

_____ total number of non-teaching staff

ENROLLMENT0. As of today, please enter your total student enrollment count.

Please enter the number of students.

_____ total number of students

[These data are for internal purposes only and are not released to the public.]

As this is the last month for 2024-25 School Pulse Panel (SPP), we are interested in learning about your experiences as a participant in the School Pulse Panel.

Par2. Were any of the following motivating factors for why you responded to a monthly SPP survey? Select all that apply.

The survey seemed to be a reasonable length
I was interested in the monthly topics
The reimbursement {Display if SCHFLAG = 1 OR 2}
I wanted to contribute to educational research
I wanted to provide data that could inform educational policy decisions
Other, please specify: _________
None of the above

Par1. If you did not participate in every monthly collection (August 2024-June 2025), why did you participate in one or some monthly collections but not others? Select all that apply. {Display if FEEDBACK_FLAG = 2}

Time constraints
I did not receive the communications
The monthly question topics determined my interest in participating for a given month
I was tired of participating
I did not see the benefit to me or my school for participating
I was advised to stop participating by our district
I did not receive reimbursement in a timely manner {Display if SCHFLAG = 1 OR 2}
The monthly reimbursement amount of $200 was not high enough {Display if SCHFLAG = 1 OR 2}
Other, please specify: ______________

Sur1. Overall, how easy or difficult was it for you to complete an SPP monthly survey?

Very easy
Easy
Neither easy nor difficult
Difficult
Very difficult

Sur1a. What challenges, if any, did you experience completing the monthly surveys? Select all that apply.

I did not experience any challenges completing monthly surveys
Finding time to complete the survey
Difficulty answering items because data were not readily available
The two-week collection window was not long enough
Required coordination with other school or district staff to answer items
Difficulty finding the communications which contained the URL link to the survey
Other, please specify: ____________

DC1. You were given two weeks to complete each monthly survey. Was this a long enough timeframe to complete the survey?

DC2. Did you feel the length of the surveys and the time necessary to complete each one was reasonable to do on a monthly basis?

RE3. Would you have participated in this study on a monthly basis if the reimbursement was less than $200? {Display if SCHFLAG = 1 OR 2}

FutTest. Would you be interested in helping test question wording on future School Pulse Panel survey questions? If you select yes, the Census Bureau may contact you with future opportunities. Compensation is provided.

Strongly disagree

Somewhat disagree

Neither agree nor disagree

Somewhat agree

Strongly agree

Don’t know

Results from state-mandated mathematics tests will provide useful data to inform classroom instruction

I support use of the current statewide tests to measure student mastery of state mathematics standards

The work we will do to prepare our students for the state-mandated mathematics test will take time away from other more important classroom work

The state-mandated mathematics test will not accurately measure the ability of students with IEPs

The state-mandated mathematics test will not accurately measure the ability of English Learner (EL/ELL/ESL) students

This item is optional.

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File Type	application/vnd.openxmlformats-officedocument.wordprocessingml.document
Author	Iaconelli, Ryan
File Modified	0000-00-00
File Created	2024-12-14