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Presents results from phone interviews with principals and LEA coordinators for readers interested in the details of the Iowa Safe and Supportive Schools (IS3) evaluation. Includes detailed qualitative and quantitative data and themes learned about each question asked.
Provides a unifying framework for schools, families, and communities to understand, select, and organize their learning supports (i.e., strategies, programs, and practices used to create conditions to enhance learning).
Explains how schools and districts can create a continuum map to graphically document all of the supports available to students across content areas and identify which students receive those supports across three tiers. Continuum maps can help stakeholders understand the activities and resources available in a school or district.
Outlines the goals of the Iowa Safe and Supportive Schools (IS3) program and the components of the IS3 school climate index for stakeholders interested in learning more about the program.
Consolidates data and information on the Iowa Safe and Supportive Schools (IS3) index for all participating schools in 2012. This report provides stakeholders interested in the IS3 work a detailed breakdown of data points and analysis.
Consolidates data and information on the Iowa Safe and Supportive Schools (IS3) index for all participating schools in 2014. This report provides stakeholders interested in the IS3 work a detailed breakdown of data points and analysis.
Provides key findings from the third annual Student Experiences of School Climate survey administered to 5th-12th grade students in the Iowa City Community School District (ICCSD).
In “Development of a School Survey and Index as a School Performance Measure in Maryland: A REL–MSDE Research Partnership,” Tim Kautz, Charles Tilley, Christine Ross, and Natalie Larkin detail Maryland’s development and validation of a school climate survey and the process for developing an overall index of climate for each school.
Shares the results from student school climate surveys conducted in spring 2014 among schools involved in the Maryland Safe Supportive Schools (MD S3) initiative. Part of a series, this report offered school teams a sense of student perceptions statewide around engagement and school support that could be used as a comparison point to help school teams gauge and improve their school climate.
Shares the results from student school climate surveys conducted in spring 2014 among schools involved in the Maryland Safe Supportive Schools (MD S3) initiative. Part of a series, this report offered a statewide view about how equity and inclusion were reflected in curriculum and treatment of students, providing a comparison point for school teams working to improve in these areas.