Background <p>The Trauma-Informed Programs and Practices for Schools (TIPPS) framework is a system-level model that promotes safe, inclusive, and supportive school environments. A key feature of TIPPS is implementation of a comprehensive survey for needs assessment and progress monitoring organized according to the model’s 10 core pillars.</p> Objectives <p>This study conducts an initial psychometric evaluation of the 50-item TIPPS survey, investigating its factor structure, reliability, and convergent validity with scales assessing related aspects of school climate.</p> Methods <p>Participants were 300&#xa0;K-12 school personnel recruited through an online panel to complete a one-time questionnaire including the TIPPS survey and other measures. Internal structure was examined using confirmatory factor analysis (CFA). Reliability was assessed using standard procedures. Convergent validity was examined via CFA in relation to four established school climate measures.</p> Results <p>A CFA of the hypothesized 10-pillar structure of the TIPPS survey displayed good model fit. Two of the 10 pillars were represented as manifest variables. Standardized factor loadings for the eight pillars represented as latent variables were statistically significant, and the majority were greater than 0.50. Seven out of the eight pillars for which Cronbach’s alpha was appropriate demonstrated high reliability (above 0.70). Correlations among the pillars were positive and statistically significant. Moreover, each TIPPS pillar had positive and statistically significant associations with each of the four latent school climate factors.</p> Conclusions <p>Findings suggest the TIPPS survey corresponds with the hypothesized 10-pillar structure and exhibits acceptable validity and reliability, supporting its value as a tool for needs assessment and progress monitoring.</p>