The Instruments

The Reformed Teaching Observation Protocol (RTOP) is an observational instrument used to assess the degree to which mathematics or science instruction in grades K-12 is "reformed." Trained observers rate teachers' instruction across three domains: Lesson Design and Implementation, Content, and Classroom Culture. Possible scores range from 0 to 100 points, with higher scores reflecting a greater degree of use of reform-based instructional practices. Subscore(s): Mathematics instruction assessment, Science instruction assessment, K-12 education, Reformed instructional practices, Classroom observation instrument, Lesson Design and Implementation

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The Regulatory Focus Questionnaire (RFQ) differentiates between: A prevention focus that emphasizes safety and responsibility, views goals as oughts, and is concerned with non-losses and losses. The RFQ was derived from a factor analysis of items assessing the history of individuals‘ success at promotion and prevention tasks over the course of their lives. This questionnaire consists of 11 items that are answered on a scale of 1-5. Subscore(s): Regulatory Focus, Promotion, Prevention

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.

Designed for the evaluation of school‐based character education programs. Multiple choice measure of psychosocial maturity derived from developmental theory that identifies the capacity to differentiate and coordinate the social perspectives of self and other to be central to treating other people in respectful and ethical ways. Items in the measure pose dilemmas common social situations with peers or adults. Uses a model of relationship awareness that includes 3 social‐cognitive constructs which are: 1) interpersonal understanding or social reasoning 2) interpersonal negotiation strategies or conflict resolution in thought and action and 3) awareness of the personal meaning of relationships. Relationship framework, in describing how social‐cognitive capacities underlie social interaction and development, addresses a common critique of cognitive‐ developmental approaches to sociomoral research: that there is little relation between the development of social cognition and real‐world action.

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.

Formerly called Pupil Attitudes to Self and School® (PASS), the Renaissance Fundamentals survey assesses how students feel about school and themselves as a learner, including connectedness, self-efficacy, and motivation. The Renaissance Fundamentals survey can be used as a universal screener to help teachers identify at-risk students and to develop or deploy suitable interventions. Dynamic, interactive, and immediately available reports provide insights into the whole district or school, from the demographic level down to the individual student level. These actionable reports provide standardized measures based on nine factors that focus on how a student feels about their school and themselves as learners. Renaissance Fundamentals can be used as a critical component to your MTSS process or other whole child initiatives, allowing educators to identify at-risk students and areas of concern before they manifest as chronic issues. Subscore(s): (1) Connectedness (2) Feelings about school (3) Perceived learning capability (4) Self-regard as a learner (5) Self-efficacy (6) Preparedness for learning (7) Attitudes to teachers (8) General work ethic (9) Confidence in learning (10) Motivation (11) Attitudes to attendance (12) Response to curriculum needs.

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.

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.

Currently, the RAPS includes five separate but integrated measurement tools assessing aspects of three of the four major components described above: RAPS-R, a strategy for analyzing and reporting data from student records (component 1); RAPS-S, a survey given to students to assess their levels of engagement in school, their beliefs about themselves and the interpersonal supports they receive from adults at home and at school (component 2); RAPST, a survey given to teachers to obtain their reports of student engagement (component 2); RAPS-P, a parent-report of student engagement in school and the support that the student receives from his or her teachers (component 2); and T-RAPS, a survey given to teachers to assess their levels of engagement and the professional and interpersonal supports they perceive in their schools (component 3).

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.

Adapted from the Resilience Inventory (Noam & Goldstein, 1998), a 44‐item measure of adolescence resilience. (Song 2003) Taps various domains of resilience: The Optimism (OP) subscale concerns the respondent’s positive perspective on the world and the future. The Self‐Efficacy (SE) subscale concerns confidence in the respondent’s ability to deal with situations or things effectively. One who scores high on this subscale can think of a situation from different perspectives and evaluate alternative actions to deal with it more efficiently. The Relationships with Adults (RA) subscale concerns support from and perceptions of adults. Research suggests that even one supportive figure outside of the family can make children and adolescents feel they are special and important, thereby making them more capable of handling stressors. The Peer Relationships (PR) subscale centers on the respondent’s relationship with friends. A person who scores high on this factor is likely to be popular among friends and have fun with them, thus having an active social life. Quality of peer relationships is reported to play an important role in competence in childhood and adolescence. The Interpersonal Sensitivity (IS) subscale concerns the respondent’s initiative to help others and improve one’s surroundings. Resilient children are empathic of the needs of others and willing to care for them. A person who scores high on this subscale takes the initiative to help others and is sensitive to others’ feelings. The Emotional Control (EC) subscale concerns the respondent’s ability to control himself or herself emotionally. A person who scores high on this factor is not likely to be agitated by a triggering situation but is likely to endure and be patient.

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.

Rumble’s Quest is a robust and reliable measure of social and emotional wellbeing for primary school children. It is presented as an engaging computer game that makes it easy for children to respond to questions in a natural way.

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.

Self-report instrument that measures empathy toward people of racial and ethnic backgrounds different from one‘s own. SEE is composed of three instrumental aspects: intellectual empathy, empathic emotions, and the communication of these perspectives to others via word or action. These resolve into three constructs: Empathic expression; empathic perspective-taking; acceptance of cultural differences. Subscore(s): Ethical orientation; Stereotype threat susceptibility; Empathic expression; Empathic perspective-taking; Acceptance of cultural differences

The Scale of Teacher Empathy for African American Males (S-TEAAM) measures teachers‘ conceptions of empathy and the application of empathy with Black males. Subscore(s): Empathy; Affirmation; Student-teacher relationships

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 SAMRS was developed as a tool that could be used by teachers to assess behavioral characteristics that are associated with academic achievement motivation.

The School – Age Care Environment Rating Scale (SACERS) measures environmental quality in school age care settings. Subscore(s): SEL‐Supportive Environments

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The School Belongingness Scale (SBS) is a 10-item measure of students' sense of belonging in the school as a whole as well as their relationships with teachers and peers. The measure includes items related to "Social Exclusion" and "Social Acceptance."

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Thousands of Alaska students, staff and families take the School Climate and Connectedness Survey (SCCS) each year to transform school climate and strengthen relationships, factors linked to academic outcomes.  AASB’s School Climate & Connectedness Survey is a voluntary statewide survey developed by American Institutes for Research (AIR) in partnership with AASB in 2006. School districts are invite each spring to measure student, staff, and family perceptions of:  How students, staff and families view school climate; How connected adults feel to adults and peers ; Social and Emotional Learning (SEL);  and Observed risk behaviors at school and school events .

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The School Climate and School Identification Measure was designed to assess four critical (Student-student relations, Student-staff relations, Shared values and approach, and Academic emphasis) school climate factors along with a social identity measure of school identification in students ranging from grade 7 to grade 10.

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This School Climate Assessment has been designed for both informal and formal school safety assessments for K–5 educators and administrators. This tool is based on the main categories that were measured in an evaluation of a multi-state pilot of Welcoming Schools.

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The ASSC School Climate Assessment Instrument (SCAI) to promote improved school climate, psychological factors related to high functioning schools and students.

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The School Climate for Diversity (SCD-S) is a student-reported school racial climate survey for middle and high school students that evaluates ten subscales in two domains (intergroup interactions and school racial socialization) of racial climatetapping.

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The School Climate Inventory-Revised (SCI-R) was originally developed to determine the effect of school reform efforts. Dean Butler and Martha Alberg (Butler & Alberg, 1991) developed SCI-R for the Center for Research in Educational Policy (CREP) at the University of Memphis. It was published in 1989, and revised in 2002. According to the authors, the survey provides formative feedback to school leaders on personnel perceptions of climate and identifies potential interventions specifically for the climate factors that hinder a school’s effectiveness. The instrument surveys faculty and is intended to be administered in a group setting over a 20-minute period. The measured constructs are order, leadership, environment, involvement, instruction, expectations, and collaboration.

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 revised version of the School Climate Measure (SCM) is a 42-item measure comprised of 10 subscales, all rated on a 5-point Likert scale. An additional 2 subscales, Parental Involvement and Opportunities for Student Engagement, have been added to the original 8 subscales (Positive Student-Teacher Relationships, School Connectedness, Academic Support, Order and Discipline, Physical Environment, Social Environment, Perceived Exclusion, and Academic Satisfaction) from the first version of the SCM.

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 Survey (SCS), comprised of 40 question items, is utilized to assess children‘s perceptions of the quality of their school‘s climate by measuring the prevalence of behaviors within the school that correspond to specific interpersonal and intrapersonal character traits. All items are responded too using a five-point Likert scale ranging from 1 (never) to 5 (almost 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.

Excerpted Description: Tennessee has created an infrastructure for measuring school climate through the construction of reliable and validated survey measurement tools that are custom designed with stakeholder input from students, parents and educators in Tennessee. The survey measurement tools include:  High School Survey, Middle School Survey, Elementary School Survey, Teacher Survey, and Parent Survey. All surveys are built on the same matrix which measures school experience in the three broad areas of (1) engagement (2) safety and (3) environment. This allows for comparison among student, parent and teacher surveys for a school. School level data can be aggregated to develop district level reports.

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.

School Connectedness Scale assesses the degree to which students agree that at their school they feel close to people, happy, a part of the school, safe, and treated fairly.

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The School Engagement Measure (SEM-8) is an assessment tool designed to evaluate students' engagement with their school environment.

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The School Engagement Scale (SES) measures behavioral, emotional, and cognitive aspects of school engagement and was designed to be used with elementary school students. Subscore(s): There are three subscores: Behavioral, Emotional, Cognitive engagement

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Teacher self-assessment related to racial and gender equity. Topics include personal/professional development, awareness and sensitivity, instruction, curriculum resources, school leadership, school environment

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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").

The School Implementation Leadership Scale (SILS) quantifies implementation leadership focusing on behaviors supporting or inhibiting the implementation of evidence-based practices in schools. SILS subscales examine proactive leadership, knowledgeable leadership, supportive leadership, perseverant leadership, communication, vision, and availability to support the implementation of evidence-based practices. SILS uses five-point Likert-scale items with responses ranging from 0 (not at all) to 4 (to a very great extent).

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.