Planning is essential to creating safe schools and it is required by the Federal No Child Left Behind legislation (U.S. Department of Education, 2004) and implemented via district local education action plans. The implementation of these plans involves continuous monitoring and reevaluation of information pertinent to each campus. As such, this process is facilitated by the availability of measures that are simple to administer, inexpensive, and whose psychometric properties have been evaluated. The California School Climate and Safety Survey (CSCSS), originally developed by M.J. Furlong, R. Morrison, and S. Boles (1991), was specifically developed for these purposes. The CSCSS is a student self‐report questionnaire created to measure general school climate and personal safety‐related experiences. In this article, we present the results of an evaluation of the CSCSS including exploratory and confirmatory factor analyses. These analyses reduced the original CSCSS research version from 102 items to 54 items. The psychometric properties of this CSCSS‐SF (Short Form) are presented. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 137–149, 2005.

In this article we report small, but statistically significant, effects of brief supplemental instruction on English reading by Spanish-speaking kindergartners (N = 37) who performed poorly on a bilingual battery of phonological-processing tasks. Intervention design was compatible with the Reading First initiative and with research on use of multitiered intervention strategies for preventing reading failure among young monolingual students (e.g., L. S. Fuchs & Vaughn, 2003). We describe a Core Intervention Model (CIM) comprised of specific instructional behaviors that teachers might easily learn and employ regardless of curriculum, and discuss implications of our findings for building multitiered preventative instruction for young English learners.

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