Schooling

The Inquiry Science Instruction Observation Protocol (ISIOP) is a structured classroom observation measure for middle and high school science. The measure is used to identify the nature and extent of inquiry science instruction. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The School Implementation Climate Scale (SICS) assesses the school’s climate with regard to the strategic implementation of evidence-based practices (EBP). The scale examines seven constructs: focus on EBP, educational support for EBP, recognition for EBP, rewards for EBP, use of data to support EBP, existing supports to deliver EBP, and integration of EBP. SICS items are Likert-scale ranging from 0 (“not at all”) to 4 ("very great extent").

Measures: Students’ feelings of caring/supportiveness and autonomy and influence in their classroom and school. Self‐report measure of students’ sense of the classroom as a community (Battistich et. al. 1997). The initial measure included items representing two elements of community: (a) students’ perceptions that they and their classmates cared about and were supportive of one another (7 items: e.g., “students at this school work together to solve problems,” “the students in this class really care about one another,” “my class is like a family”); and (b) students’ perceptions that they had an active and important role in classroom norm setting and decision making (10 items: e.g., “Teachers and students plan things together at this school.,” “ in my class the teacher and students decide together what the rules will be”). (Battistich et. al.1997). Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

Teachers rate children’s approaches to learning using the PLBS (PLBS; McDermott, Leigh, & Perry, 2002). In general, content focuses on attentiveness, responses to novelty and correction, observed problem‐solving strategy, flexibility, reflectivity, initiative, self‐direction, and cooperative learning. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The School Climate Walkthrough is a web-based tool for secondary schools where students spend 15 minutes in the morning and afternoon assessing their school climate. It provides instant scoring and a digital report on nine domains, including safety, relationships, and respect for diversity. Results are automatically displayed and easily interpreted by students. The tool also offers interactive features to explore scores and identify disparities among demographic groups. It supports students, educators, and leaders in initiating positive changes, with aligned project ideas and actionable steps from the inspirED resource libraries. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

AIR supports improved student and school performance through the Conditions for Learning Survey, administered in schools across the United States, including the Cleveland Metropolitan School District. The survey assesses four core constructs within elementary, middle and high schools: A safe and respectful climate, Challenge/high expectations, Student support, Social and emotional learning Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

RESET is a special education teacher observation system that includes observation protocols aligned with evidence-based instructional practices for students with high-incidence disabilities.  Subscore(s): Explicit instruction Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Georgia Student Health Survey identifies safety and health issues that have a negative impact on student achievement and school climate. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Scale for Teachers‘ Assessment of Routines Engagement (STARE) documents teachers‘ perspectives of a child‘s engagement in classroom activities. Suitable for both typically developing children and children with disabilities, STARE focuses on how much time the child was engaged with adults, peers, and materials (toys, art supplies, environment in general). In addition, STARE explores how complex the engagement was. STARE is completed after a specific classroom activity and takes about 20 seconds. The STARE can be completed as frequently as necessary.  Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

Three higher‐order temperament factors pertinent to the assessment of emotional expressiveness and regulation have been isolated: (a) negative affectivity, (b) surgency; and (c) effortful control (Rothbart et al, 1994). Taken together, they comprise a child's constitutional, individual pattern of self‐regulation and reactivity, relatively enduring biological predispositions that are influenced over time by maturation and experience. Negative affectivity items involve discomfort experienced in over‐stimulating situations, frustration, anger, and inability to soothe oneself, fearfulness, and sadness. The Surgency dimension includes active, approach, pleasure, and smiling scales. Use of Rothbart Temperament Questionnaires can add to knowledge of children’s expressiveness across many everyday contexts. Many children high on the temperament dimension of negative affectivity are easily angered in many situations. Others high on this dimension are anxious, fearful in new situations, and easily saddened. Thus, this factor can be divided into “externalizing negative emotions” and “internalizing negative emotions.” Effortful control, also assessed by the CBQ, is associated with sensitivity to the emotional experiences of peers, which can lead to empathic and other prosocial responses, as well as to inhibition of aggressive impulses (Kochanska, 1993; Rothbart et al., 1994). More specifically, regulatory abilities in attention, in particular the ability to focus and shift attention voluntarily, and the ability to disengage attention from one's own perspective to attend to another's, are hallmarks of prosocial development (Kochanska, 1993). Children higher on the effortful control dimension may be seen by teachers, observers, and peers alike as more socially competent. Effortful control encompasses scales measuring inhibitory control; maintenance of attentional focus during tasks; pleasure experienced during low intensity situations (e.g., looking at picture books); and perceptual sensitivity and awareness of external cues. Thus, the CBQ’s scales related to emotion regulation, or internally consistent abbreviations thereof, could be useful. For regulation, four scales are used, as follows: (a) attention focusing (“will move from one task to another without completing them” (reversed); (b) attention shifting (“can easily shift from one activity to another”; (c) inhibition control (e.g., “can lower her voice when asked to do so; and (e) impulsivity (“rushes into new situations”). Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Student Engagement Instrument (SEI) is a 35-item (secondary) instrument that measures various components of student engagement, including teacher-student relationships which may provide insights into students' sense of belonging at school. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The CEEA equips schools and workplaces to make data-driven decisions to improve the culture and climate. The CEEA for schools is aligned with 21st Century Skills and distinguished from other school climate surveys by its unique focus on the cultural assets provided by school and family culture. The CEEA process also supports the development of cultural assets essential for all schools working on RTI, PBIS, building a safe and supportive school climate, social-emotional learning standards, and other educational initiatives. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Class Conduct Questionnaire (CCQ) uses self-report to measure social skills among high school-aged youth. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Study on Social and Emotional Skills aims to assess the social and emotional skills of students at multiple international locations, and to examine the factors in students’ home, school and community environments that promote or hinder development of these skills. https://www.oecd.org/en/about/programmes/oecd-survey-on-social-and-emotional-skills.html Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Sedlacek Noncognitive Questionnaire (NCQ) assesses eight aspects of experiential and contextual intelligence. It was designed to provide information that could be used by advisors to work with students developmentally. Subscore(s): There are eight subscores: Positive self-concept, Realistic self-appraisal, Understands and knows how to handle racism, Long-range goals, Strong support person, Leadership, Community, Nontraditional knowledge acquired Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

UCLA Loneliness Scale-3 is an instrument measuring self-reported subjective feelings of loneliness and social isolation. Its 20 items use a Likert-type rating scale ranging from 1 (never) to 4 (always). Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Assessing Bias in Standards & Curricular Materials Tool enables users to determine the extent to which developed standards and curricular materials reflect educational equity (Fraser, 1998; GLEC, 2011). The tool provides guidance in reviewing standards and curricular materials using equity-oriented domains. It also includes a scoring and analysis guide to assist with the evaluation process. The standards rubric is sectioned into the following three domains: 1. Build Consciousness— Content standards cultivate an understanding of how knowledge is constructed and that the co-construction of knowledge is the medium through which society defines itself. 2. Reflect Students’ Cultural Repertoires and View Them as Worthy of Sustaining—Perpetuate and foster linguistic, literate, and cultural pluralism by sustaining in-group cultural practices and cross-group cultural practices (Paris, 2012). 3. Social Improvement—Content standards encourage social critique and just action. The curricular materials rubric is sectioned into the following seven domains: 1. Invisibility—The complete or relative exclusion of a group (Sadker, n.d, Invisibility section, para. 2). 2. Stereotyping —Widely held but fixed and oversimplified image or idea of a particular type of person or behavior at the cost of individual attributes and differences (Sadker, n.d., Stereotyping section, para. 1). 3. Imbalance and Selectivity—Representing only one interpretation of an issue, situation, or group of people. Simplifying and distorting complex issues by omitting different perspectives (Sadker, n.d., Imbalance and Selectivity section, para 1). 4. Historical Whitewashing—(Sleeter, 2005) - Minimizing unpleasant facts and events in history by ignoring prejudice, racism, discrimination, exploitation, oppression, sexism, and inter-group conflict (Sadker, n.d., Unreality section, para. 1). 5. Fragmentation and Isolation —Physically or visually isolating a group of people in the text. Often, racial and ethnic group members are depicted as interacting only with persons like themselves, isolated from other cultural communities Sadker, n.d., Fragmentation and Isolation, para. 1). 6. Linguistic Bias—Ways in which the use of language and words perpetuate stereotypes, bias, and marginalization of specific groups of people (Sadker, n.d., Linguistic bias Section, para. 1). 7. Cosmetic Bias—The aesthetics of curricular materials suggest that the material is “bias free” however it is really a marketing strategy to give a favorable impression to potential purchases (Sadker, n.d., Cosmetic Bias section, para.1). Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Misconceptions-Oriented Standards-Based Assessment Resources for Teachers (MOSART) is a set of teacher knowledge assessments linked to the NRC National Science Education Standards. Assessments are broken down by grade level (K-4, 5-8, and 9-12) and by content area (physical science, earth science, space science, and life science). Assessments are multiple choice with each question asking for the scientifically correct answer (to measure subject matter knowledge) as well as the most popular incorrect answer given by students (to measure knowledge of student misconceptions). Student assessments with items linked to teacher assessments are also available.

Culturally Ambitious Teaching Practices in Mathematics (CATP) measures practices that support the development of a culturally relevant classroom environment. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Comprehensive School Climate Inventory (CSCI) is a nationally-recognized school climate survey that provides an in-depth profile of your school community’s particular strengths, as well as areas for improvement. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Quality of School Life Scale (QSL) measures the extent to which students have positive attitudes toward school. Subscore(s): Satisfaction with school, Commitment to classwork, Reactions to teachers Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The current revision of the PQA includes two notable differences from earlier versions: 1) the number of content areas has increased from four to seven, and 2) the scoring system has been revised to adequately measure the full range of quality along each quality construct. As described by the authors: “The Preschool Program Quality Assessment (PQA), Second Edition, is a rating instrument designed to evaluate the quality of early childhood programs and identify staff training needs. Developed by High/Scope Educational Research Foundation, it isappropriate for use in all center‐based settings, not just those using the High/Scope educational approach. The Preschool PQA intentionally reflects “best practices” in early childhood education as a whole. The measure identifies the structural characteristics and dynamic relationships that effectively promote the development of young children, encourage the involvement of families and communities, and create supportive working environments for staff” (High/Scope Educational Research Foundation, 2003, p. 1). The PQA can be used for a variety of purposes including both pre‐service and in‐service training initiatives, self‐assessment and monitoring. The PQA can also be used to conduct observations and provide feedback to staff. In addition, the Preschool PQA can be used as a research tool when administered by trained outside observers to document program practices, compare quality, examine the relationship between quality of care and children’s outcomes, and evaluate the effectiveness of staff development initiatives. Finally, the Preschool PQA can be used to explain research‐based practices to a variety of individuals and agencies including administrators, policymakers, and support staff in the preschool (High/Scope Educational Research Foundation, 2003). Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Technological Pedagogical Content Knowledge (TPACK) instrument is a self-efficacy survey that seeks to monitor and assess teachers' development of TPACK and seven interrelated knowledge domains. The measure is primarily aimed towards pre-service secondary mathematics teachers and can be used to longitudinally study program effectiveness at TPACK development, and to conduct large-scale multi-institutional research studies (Zelkowski, et al., 2013). Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

This assessment is designed to assess the mindsets of mathematics teachers at the middle and high school levels in teaching mathematics to African American students. The purpose of the survey is to provide an indication of (a) teachers‘ mindsets that may be productive or unproductive in supporting the mathematical learning of African American students; (b) teachers‘ awareness of and attribution for success and challenges in African American students‘ learning of mathematics; and (c) teachers‘ feelings of self-efficacy and/or support in enacting equitable instruction. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The purpose of the Authoritative School Climate Survey (ASCS) is to assess school climate and bullying in school settings and help guide school improvement efforts. The ASCS is derived from the School Climate Bullying Survey (SCBS) and contains many of the same items and scales. The survey was renamed because new research has sharpened its focus on authoritative school climate theory. Schools in Virginia have used the survey under the name Virginia Secondary School Climate Survey. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Study on Social and Emotional Skills aims to assess the social and emotional skills of students at multiple international locations, and to examine the factors in students’ home, school and community environments that promote or hinder development of these skills. https://www.oecd.org/en/about/programmes/oecd-survey-on-social-and-emotional-skills.html Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The measurement of academic optimism at the individual level is comprised of three parts. First measure teacher sense of self-efficacy, then teacher trust in students and parents, and finally, the teacher’s academic press for achievement. An index of teacher sense of academic optimism is the created by combining the measures of these three components of academic optimism. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

Every year, NYC Public Schools asks all families, teachers, and staff of grades 3-K through 12, and students in grades 6-12 to take the NYC School Survey. The survey gives school leaders a better understanding of what members of their school community think about their school. The information collected by the survey is designed to support a dialogue among all members of the school community about how to make the school a better place to learn. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

Every year, NYC Public Schools asks all families, teachers, and staff of grades 3-K through 12, and students in grades 6-12 to take the NYC School Survey. The survey gives school leaders a better understanding of what members of their school community think about their school. The information collected by the survey is designed to support a dialogue among all members of the school community about how to make the school a better place to learn. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.

The Mathematical Quality of Instruction (MQI) is a Common Core-aligned observational rubric that provides a framework for analyzing mathematics instruction. Observers rate instruction across five domains: common core-aligned student practices; working with students and mathematics; richness of mathematics; errors and imprecision; and, classroom work. Although originally designed for research use, the MQI can be used as a tool to support teachers' professional development. Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.