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FOR ILLINOIS DISTRICTS

Choose a Partner, Not Just a Survey

The Comprehensive School Climate Inventory (CSCI) is an ISBE-approved alternate survey that helps Illinois districts measure school climate, understand the results, and turn findings into meaningful improvement. From planning through action planning, Amanda Weitzel and the NSCC team partner with your district every step of the way.

  • ISBE-approved alternate survey
  • 36 Illinois district partners
  • Approximately 100 Illinois schools
  • 2.3+ million participants since 2007
Schedule a Conversation with Amanda
Sample CSCI school climate assessment report from Resonant Education showing student survey results and insights

Illinois districts selecting an ISBE-approved alternate survey for the 2026–27 school year must submit their Letter of Intent by

September 15, 2026

Why Illinois Districts Choose CSCI

Build Belonging & Connection

Increase student belonging, connectedness, and relationships across your school community.

Improve Engagement & Attendance

Strengthen student and staff engagement while addressing chronic absenteeism.

Drive School Improvement

Use climate data to inform strategic planning, priorities, and improvement efforts.

Create Supportive Communities

Build stronger family partnerships and safer, more supportive learning environments.

"The CSCI reports have been highly actionable. Our district has found the insights to be extremely valuable in informing our strategic plan, allowing us to prioritize initiatives and allocate resources more effectively.”
Joanne Panopoulos, Ed.D.
Joanne Panopoulos, Ed.D.Assistant Superintendent for Special Education and Student Services, New Trier High School District 203, Illinois

What Makes CSCI Worth the Investment

Districts are not simply paying for access to a survey. They are investing in a school climate system shaped and supported by people whose work is school climate.

School Climate Expertise

Developed by national school climate leaders.

Actionable Reporting

Interactive dashboards and meaningful analysis.

Ongoing Partnership

Consultation before, during, and after survey administration.

What Districts Receive

  • Aligned surveys for students (Grades 3–12), staff, and families
  • 14 school climate dimensions across five domains
  • Interactive school and district dashboards
  • Results by school, grade level, demographic group, and respondent role
  • Exportable data for deeper analysis alongside attendance, academic, and behavior data
  • Survey orientation, administration support, outreach planning, and response monitoring
  • Reporting delivered within seven days of survey completion
  • Interpretation guidance and action-planning support

Illinois Planning Timeline

1
July-August
Research survey options
2
September 15
Submit ISBE Letter of Intent
3
Fall
Finalize Rosters
4
Winter/Spring
Survey Administration
5
Spring
Improvement Planning
Amanda Weitzel, Director of School Partnerships, National School Climate Center

Amanda Weitzel

Director of School Partnerships

Meet Amanda Weitzel

Amanda works directly with Illinois districts from the first conversation through implementation.

She can:

  • Review a sample report
  • Explain implementation
  • Discuss Illinois requirements
  • Answer questions
Speak with Amanda

Amanda Weitzel, Director of School Partnerships, National School Climate Center

Amanda Weitzel

Director of School Partnerships

For over a decade at NSCC, Amanda has partnered with schools and districts across the country to support the implementation of school climate surveys and the strategic use of data to drive meaningful improvement. With a background in data analysis, customer success, and partner support, Amanda specializes in helping educators move beyond data collection to uncover actionable insights that strengthen school communities. Her work sits at the intersection of research, data, and practice, guiding school and district leaders in translating survey results into informed decisions that support student success, staff well-being, and positive learning environments. Amanda is passionate about empowering educators with the tools, knowledge, and confidence needed to create safe, supportive, and engaging schools where all students can thrive.
E Tsang, Director of Operations, National School Climate Center

E Tsang

Director of Operations

As the Director of Operations for NSCC, E Tsang helps make the finances, HR, and organizational functions of NSCC run smoothly.
Adam St. Bernard Jacobs(he/him), Co-Executive Director, National School Climate Center

Adam St. Bernard Jacobs (he/him)

Co-Executive Director

Adam is a peace educator and nonprofit leader. Adam was previously the organization’s Director of Development. Prior to joining NSCC, Adam was the co-founder and Executive Director of Kids Creative, an arts education organization in NYC. He was also a member of the team that founded a community elementary school in The Bronx. He has worked on issues of equity, anti-racism, arts education, and conflict resolution. He has written articles and led workshops in conflict resolution and the arts, giving talks and workshops at Columbia University, The Peace and Justice Studies Conference, Gettysburg College, and The University of Istanbul, among others. Adam has an undergraduate degree in International Politics, a Masters degree in Peace Education, and a Certificate in Senior Nonprofit Leadership, all from Columbia University, as well as an undergraduate degree in Rabbinic Law from The Jewish Theological Seminary of America. He was also Mr. Clown, a lead performer in the internationally acclaimed rock group for kids, The Dirty Sock Funtime Band, and was a regular on Nick Jr. and Chuck E Cheese TV. He is raising 2 fantastic children with his life partner, Tabitha.
Kori Hamilton Biagas, Director of Education, National School Climate Center

Kori Hamilton Biagas

Director of Education

Kori is an educator, connector, truth seeker, master facilitator, and the founder of Just Educators. Kori has nearly 20 years of experience in strategic planning, policy analysis and development, instruction, coaching, and technical assistance. As an Equity Specialist for the Region IV and Region IX equity assistance centers, Kori managed large-scale, racial equity driven school district transformation efforts, led district and state leaders through policy analysis, coached state leaders through school climate transformation initiatives, and provided equity-focused professional learning opportunities at all levels of education. Kori specializes in addressing and resolving inequitable policies, practices, and processes in organizations related to racial equity and social justice.
Christian Villenas, Ph.D, Co-Executive Director, National School Climate Center

Christian Villenas, Ph.D

Co-Executive Director

A sociologist by training and an applied education researcher by practice, Christian’s work examines how educational institutions shape opportunity, belonging, exclusion, and student experience. At NSCC, he helps guide the organization’s research, measurement, evaluation, partnerships, and strategic growth, with a focus on making evidence usable for schools, districts, and education partners. Before joining NSCC, Dr. Villenas held research and policy roles at GLSEN, Advocates for Children of New York, the New York City Charter School Center, the NAEP Education Statistics Services Institute, and the American Institutes for Research. Across more than two decades, his work has focused on school climate, social disparities in education, disability studies, LGBTQ student experiences, college access, education policy, program evaluation, and statistical analysis. He holds a BS from New York University, an MS from The New School, and a PhD in Sociology from Johns Hopkins University.
Samantha Elleman, Associate Director of Research, National School Climate Center

Samantha Elleman

Associate Director of Research

Samantha’s primary research topics span school climate, social inclusion, and school climate improvement. Prior to joining the National School Climate Center, Samantha worked as Assistant Teacher and Research Assistant at the Barnard Toddler Center. Her research interests include early childhood education, childhood trauma and protective factors, social-emotional education, and mental wellness in schools. Samantha holds a Bachelor of Arts in Psychology from Barnard College and a Master of Arts in Developmental Psychology from Teachers College, Columbia University.