Classroom Climate Quality Analytic Assessment Instrument
Secondary Student Version

Assessment Protocol
(Please read before conducting any assessment process.)

Use of the CCAI-S-G
The enclosed analytic-trait instrument is intended for use by authorized individuals only. Users must obtain copyright authorization through a site license from the Alliance for the Study of School Climate (ASSC formerly WASSC). This instrument is intended for use at the 6-12 level use by teachers, staff and administrators. Please use the CCAI-S-S when surveying student perceptions of classroom climate. For whole school level assessment we encourage you to use one of the ASSC SCAI school assessment instruments.

Directions:
Rate each item below. For each item there are 3 descriptions. Select the rating that best describes the current state at your school as a whole - Level 1 (high), 2 (middle) or 3 (low). If you feel that the practices at your school rates between two of the descriptions provided then select the middle level option. Each item should receive only 1 rating/mark.

1. Discipline Environment
Level - 3 (high)			Level - 2 (middle)			Level - 1 (low)
high high-middle middle middle-low low
1. a ⚬ ⚬ ⚬ ⚬ ⚬
School-wide discipline policy is consistently applied.			School-wide discipline policy is used by some staff.			School-wide discipline policy exists in writing only.
1. b ⚬ ⚬ ⚬ ⚬ ⚬
It is evident from student behavior that there are clear expectations and consistency in the discipline policy.			In many classes there are clear expectations and most teachers are fair and unbiased.			Students have to determine what each teacher expects and behavioral interventions are defined by a high level of subjectivity.
1. c ⚬ ⚬ ⚬ ⚬ ⚬
Teacher uses effective discipline strategies that are defined by logical consequences and refrain from punishments or shaming.			Teacher uses some form of positive or assertive discipline but accepts the notion that punishment and shaming are necessary sometimes.			Teacher accepts the notion that the only thing the students in the school understand is punishment and/or personal challenges.
1. d ⚬ ⚬ ⚬ ⚬ ⚬
Classroom is a positive place, and teacher maintains a positive affect, and follow-through with consequences in a calm and non-personal manner.			Teachers maintain a positive climate, but some days he/she feels the need to complain about the class and/or get fed up with the "bad kids."			Classroom is a place where teachers get easily angered by students and there is a sense of antagonism between the class and the teacher.
1. e ⚬ ⚬ ⚬ ⚬ ⚬
Maximum use of student-generated ideas and input.			Occasional use of student-generated ideas.			Teacher makes the rules and students should follow them.
1. f ⚬ ⚬ ⚬ ⚬ ⚬
Teacher considers discipline within the lens of basic student needs that must be met for a functional class.			Teacher has some sensitivity to student needs, but the primary goal of classroom management is control.			Teacher views all student misconduct is as disobedience and/or the student's fault.
1. g ⚬ ⚬ ⚬ ⚬ ⚬
Teacher-student interactions could be typically described as supportive and respectful.			Teacher-student interactions could be typically described as fair but teacher-dominated.			Teacher-student interactions are mostly teacher-dominated and reactive.
1. h ⚬ ⚬ ⚬ ⚬ ⚬
When disciplining students, teacher typically focuses on the problematic behavior, not the student as a person.			When disciplining students, teacher is typically assertive yet often reactive, and gives an overall inconsistent message.			When disciplining students, teacher is typically personal and often antagonistic.
1. i ⚬ ⚬ ⚬ ⚬ ⚬
Management strategies consistently promote increased student self-direction over time.			Management strategies promote acceptable levels of classroom control over time, but are mostly teacher-centered.			Management strategies result in mixed results: some classes seem to improve over time, while others seem to decline.
1. j ⚬ ⚬ ⚬ ⚬ ⚬
Teacher successfully creates a sense of community.			Teachers successfully create a working society in their classes.			Teachers create a competitive environment.

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2. Student Interactions
Level - 3 (high)			Level - 2 (middle)			Level - 1 (low)
high high-middle middle middle-low low
2. a ⚬ ⚬ ⚬ ⚬ ⚬
Students feel a sense of community and the classroom is defined by a positive feeling among class members.			Students generally like the teacher but the class is just another place to learn some content.			Students feel little or no sense of affiliation with the teacher or the other students in the class.
2. b ⚬ ⚬ ⚬ ⚬ ⚬
Various cultures and sub-groups blend, interrelate and feel like valid members of the classroom community			Various sub-groups avoid each other and do not share the same sense of legitimacy.			Various sub-groups are hostile to one another
2. c ⚬ ⚬ ⚬ ⚬ ⚬
Students readily accept the purpose of zero tolerance for "put downs."			Students think put downs are just part of the common use of language.			Put downs are common and lead to conflict.
2. d ⚬ ⚬ ⚬ ⚬ ⚬
Most students feel a responsibility to promote the collective success of all the students in the class.			Most students feel a sense of personal responsibility for their own learning.			Students feel little responsibility for their own success and/or see other students as competition.
2. e ⚬ ⚬ ⚬ ⚬ ⚬
Popular students feel obliged but not entitled to act as leaders.			Popular kids treat the other popular kids in the class well.			Popular kids use their social capital to oppress the less popular students.
2. f ⚬ ⚬ ⚬ ⚬ ⚬
It is readily apparent that an effort is made by the teacher to promote positive interactions among students, and there is evidence that it is making a real difference.			The teacher has made a sincere effort to promote positive interactions among students, and it has made some difference.			The teacher has made little or no deliberate effort to promote positive interactions among the students in his/her class.
2. g ⚬ ⚬ ⚬ ⚬ ⚬
Most students in the class take on leadership roles willingly and regularly.			Leaders in the class come from a small clique of students.			Students avoid leadership for fear of being labeled as "goody goodies" or teacher's pets.
2. h ⚬ ⚬ ⚬ ⚬ ⚬
Students in the class believe their gifts are validated and recognized in a meaningful and systematic way.			Students in the class believe there is some validation of uniqueness and individual recognition, but it is not a clear priority.			The class structure promotes the recognition of the smarter and more talented students.
2. i ⚬ ⚬ ⚬ ⚬ ⚬
Most students expect to be given ownership over classroom decisions that affect them			Most students are upset when classroom rights are withdrawn, but typically take little action			Most students assume that they have few or no rights in the class.

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3. Learning/Assessment
Level - 3 (high)			Level - 2 (middle)			Level - 1 (low)
high high-middle middle middle-low low
3. a ⚬ ⚬ ⚬ ⚬ ⚬
Assessment targets are clear and attainable for learners.			Most high-achieving students can find a way to meet the teacher's target.			Students see grades as relating to personal or accidental purposes.
3. b ⚬ ⚬ ⚬ ⚬ ⚬
Instruction / Assessment promotes student locus of control, sense of belonging, and sense of competence.			Instruction / Assessment is most often focused on relevant learning, yet mostly rewards the high-achievers.			Instruction / Assessment is focused on bits of knowledge that can be explained and then tested.
3. c ⚬ ⚬ ⚬ ⚬ ⚬
Student-controlled behavior (investment, process, effort, etc) is rewarded and even assessed when possible.			Student-controlled behavior is verbally rewarded.			Only quantifiable academic and athletic outcomes are rewarded.
3. d ⚬ ⚬ ⚬ ⚬ ⚬
Teacher has some mode of making sense of, and being responsive to, varying learning styles.			Teacher is aware of learning styles as a concept, and makes some attempt in that area.			Teacher expects all students to conform to his/her teaching style.
3. e ⚬ ⚬ ⚬ ⚬ ⚬
Instruction is dynamic, involving, learner-centered, and challenging.			Instruction is mostly based on relevant ideas but often seems to be busy-work.			Instruction is mostly "sit and get."
3. f ⚬ ⚬ ⚬ ⚬ ⚬
Students learn to work cooperatively and as members of teams.			Some teachers buy into the idea of cooperative learning.			Cooperative learning is seen as leading to chaos and cheating.
3. g ⚬ ⚬ ⚬ ⚬ ⚬
Students are given systematic opportunities to reflect on their learning progress.			Mostly higher-level students are given occasional opportunities to reflect on their learning in some classes.			Teaching is seen as providing maximum input, and little opportunity for reflection exists.
3. h ⚬ ⚬ ⚬ ⚬ ⚬
Students are seen as the primary users of assessment information, and assessment is used for the purpose of informing the learning process and is never used to punish or shame.			Assessment is seen as something that occurs at the end of assignments. Grades are used primarily for student-to-student comparison.			Assessment is used to compare students to one another and/or to send a message to lazy students.
3. i ⚬ ⚬ ⚬ ⚬ ⚬
Classroom dialogue is characterized by higher-order thinking (e.g., analysis, application, and synthesis).			Classroom dialogue is active and engaging but mostly related to obtaining right answers.			Classroom dialogue is infrequent and/or involves a small proportion of students.
3. j ⚬ ⚬ ⚬ ⚬ ⚬
Students consistently feel as though they are learning subjects in-depth.			Students are engaged in quality content, but the focus is mostly on content coverage.			Students feel the content is only occasionally meaningful and rarely covered in-depth.
3. k ⚬ ⚬ ⚬ ⚬ ⚬
Teacher promotes the view that intelligence and ability are a function of each students' effort and application, and are not fixed. The major emphasis is placed on the process over the product.			Teacher promotes the view that effort has a lot to do with how much students are able to accomplish. The major emphasis is placed on working to produce good products.			Teachers promote the view that intelligence and ability are fixed/innate traits and not all students have what it takes. The major emphasis is on the comparison of products / grades.

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4. Attitude and Culture
Level - 3 (high)			Level - 2 (middle)			Level - 1 (low)
high high-middle middle middle-low low
4. a ⚬ ⚬ ⚬ ⚬ ⚬
Students feel as though they are part of a community.			Students feel as though they are part of a society.			Students feel as though they are visitors in a building.
4. b ⚬ ⚬ ⚬ ⚬ ⚬
Students self-correct peers who use destructive and/or abusive language.			Students seek adult assistance to stop blatant verbal abuse.			Students accept verbal abuse as a normal part of their day.
4. c ⚬ ⚬ ⚬ ⚬ ⚬
Students feel as though they are working toward collective goals.			Students feel as though they are working toward independent goals.			Students feel as though they are competing with other students for scarce resources.
4. d ⚬ ⚬ ⚬ ⚬ ⚬
Students speak about the classroom in proud, positive terms.			Students speak of the classroom in neutral or mixed terms.			Students denigrate the classroom when they refer to it.
4. e ⚬ ⚬ ⚬ ⚬ ⚬
Most students feel listened to, represented, and that they have a voice.			Most students see some evidence that some students have a voice.			Most students feel they have very little voice when at school.
4. f ⚬ ⚬ ⚬ ⚬ ⚬
Most students feel a sense of belonging to something larger.			Most students see some evidence that efforts are made to promote school spirit.			Most students feel alone, alienated and/or part of a hostile environment.
4. g ⚬ ⚬ ⚬ ⚬ ⚬
Teacher shares commonly high expectations for all students.			Teacher has high expectations for students who show promise.			Teachers often expresses doubts about the ability of some students.
4. h ⚬ ⚬ ⚬ ⚬ ⚬
Students feel welcome and comfortable in talking to the teacher.			Some students feel comfortable talking to the teacher.			Students assume the teacher does not have any interest in their problems.
4. i ⚬ ⚬ ⚬ ⚬ ⚬
Classroom has rituals and traditions that create a sense of belonging			Classroom has routines, but little sense of belonging.			No effort is make to create a sense of belonging.

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