The Instruments

The Belonging-Centered Instruction: Observation Protocol is an observational tool used to understand how teachers support students’ sense of belonging during math instruction. It was created to address gaps in existing belonging measures, which often rely on student surveys, focus on school-level belonging, or overlook the role of daily instruction. This protocol shifts the focus to what teachers do in the classroom—both in how they interact with students and how they design learning experiences.

The Belonging Uncertainty Scale is an assessment of an individual's worry that they do not fit into a certain group or setting. The 3 question items that constitute this scale are scored on a seven-point Likert scale. Subscore(s): Belonging

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 Berkeley Puppet Interview (BPI) uses puppets to conduct structured and clinical interviews that assess children's perceptions of themselves, their families, and their school environments. Subscore(s): There are six subscores: Academic competence, Achievement motivation, Social competence, Peer acceptance, Depression-anxiety, Aggression-hostility.

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.

A brief 15-item version of the California School Climate Scale (Brief-CSCS) is presented to fill a need for a measure that could be used for periodic monitoring of school personnel's general perception of the climate of their school campus.

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 Brief Multidimensional Student’s Life Satisfaction Scale (BMSLSS; Huebner, Drane, & Valois, 2000; Seligson, Huebner, & Valois, 2003) is a five-item measure that provides a general index of student life satisfaction across five life domains (friends, family, self, school, and living environment) for students within the ages of 8-18. A five-point scale developed by Bickman and colleagues (2007) is commonly used (1 = very dissatisfied to 5 = very satisfied). General life satisfaction is calculated by summing the five individual domains (Huebner, Seligson, Valois, & Suldo, 2006). The five-item version has acceptable internal consistency when used with high school students (a = .75, Funk, Huebner, Valois, 2006; a = 83, Ng, Huebner, Maydeu-Olivares, & Hills, 2017; a = .81, Zullig, Valois, Huebner, Oeltmann, & Drane, 2001). A two-week stability reliability coefficient was acceptable for high school students, r = .91 (Funk, Huebner, & Valois, 2006).

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 Brief Self-Control Scale (BSCS) is a measure of individual differences in self-control.

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 Inventory of Early Development III (IED III) is a comprehensive tool that contains over 100 assessments (including literacy assessments)that are aligned to state and national standards as well as IDEA requirements. The tool can be used to provide ongoing assessment, monitor progress, and write IEPs for students from birth to grade 8. The IED III offers both criterion-referenced and norm-referenced measures.

Bryant's (1982) Index of Empathy for Children and Adolescents, a 22-item questionnaire measure of dispositional affective empathy.

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 California Afterschool Program Quality Self-Assessment Tool (QSA Tool) is a collaborative project of the California Afterschool Network and the California Department of Education (CDE). Network Staff engaged the CDE, Regional Leads, The California After School Demonstration Program (CASDP), California Tomorrow, The Alliance for a Better Community, The Center for Afterschool Education, The Network Quality Committee, The Network Nutrition and Physical Activity Committee, ASAP Connect, after school providers, QSA Tool Implementation Pilot Sites, and national experts in the revision of the Tool. Subscore(s): This version of the California Afterschool Program Quality Self-Assessment Tool (QSA) and User’s Guide was released in 2009. Programs can use this tool to self-assess their program and make plans for program improvement. The tool focuses on big-picture program design elements and important considerations at the point of service.

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 California After-School Program Quality Self-Assessment Tool (CAN-QSA) was developed by the California Afterschool Network and the California Department of Education with input from a broad range of after school program stakeholders. This self-assessment tool is designed for use in after school programs serving youth in grades K-12 in either school or community-based settings. It can be used to engage a range of program stakeholders (i.e., staff, school administrators, youth, families) in a reflective process regarding program quality, and to generate a concrete action plan to enhance program quality. The tool can be used both at the site level and programmatic level. Guidance for using the tool is provided in a comprehensive user manual.

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 CCTDI (P. A. Facione & N. C. Facione, 1992) was developed, validated, and used to assess students‘ disposition toward critical thinking (CT). It consisted of 75 statements, divided into seven subscales: Truth-seeking, Open-mindedness, Analyticity, Systematicity, Self-confidence, Inquisitiveness, and Maturity. Responses were made on a 6-point Likert-type scale. The CCTDI reports a total score, which is the sum of its seven subscales, ranging from 70 to 420. A total score more than 280 indicates a positive overall disposition toward CT. The development and validation process is described in P. A. Facione and N. C. Facione (1992).

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 CCTST (Facione, 1990; P. A. Facione & N. C. Facione, 1994) was developed, validated, and used for assessing students‘ CT skills. It is a standardised, 34-item multiple choice test, non discipline-specific that targets core critical thinking skills. Each item on the CCTST is assigned to one of three subscales: Analysis, Evaluation, and Inference.

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.

Students also completed the CHKS core module, a confidential survey of school climate and safety, student wellness, and youth resiliency. The module is administered schoolwide to students and provides insight into health risks and behaviors, school connectedness, school climate, protective factors, and school violence experiences. Students in Grades 9-12 completed the high school form and students in Grades 7-8 completed the nearly identical middle school form. The CHKS module is part of a comprehensive data-driven decision-making process on improving school climate and student learning environment for overall school improvements (see https://calschls.org).

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 CM3 is sold by Insight Assessment and is designed to measure the degree to which a student feels that they are cognitively engaged and mentally motivated toward intellectual activities that involve reasoning. This test contains seven scales of critical thinking: (a) truth‚Äêseeking, (b) open‚Äêmindedness, (c) analyticity, (d) systematicity, (e) confidence in reasoning, (f) inquisitiveness, and (g) maturity of judgment.

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 California School Climate and Safety Survey-Short Form is a self-student reported questionnaire created to assist the state of California in monitoring the creation of safe schools as required by the 2001 federal law, No Child Left Behind. It measures overall school climate and personal-safety related experiences.

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 SEHM, developed by researchers at UC Santa Barbara led by Dr. Michael Furlong, assesses youth: empathy, self-efficacy, self-awareness, persistence, emotional self-regulation, behavioral self-control, gratitude, zest, and 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.

The Camp Program Quality Assessment-Short Form (CPQA) outlines specific ways camps can promote quality through eight dimensions: staff friendliness and circulation, emotional safety, support for belonging, high expectations and good challenge, active and cooperative learning, camper voice, planning and reflection, and nature. As a tool for staff training, monitoring and reflection, the CPQA-Short Form is an excellent resource for camps that want to focus more intentionally on program quality.

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.

CampusReady is a self-diagnostic tool that provides data, reports, recommendations, and links to resources that help schools improve college and career readiness for students. The web-based diagnostic measures the Four Keys to College and Career Readiness, as identified by Dr. David T. Conley and the Educational Policy Improvement Center. The tool collects information from students, teachers, counselors, and administrators in middle (Grades 6–8) and high schools (Grades 9–12). Each school receives reports that can be used by both the school and district leaders to understand and shape strategies for increasing college readiness.

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 CARE-Index is an observation instrument that measures mother-child interaction and is designed for children ages birth to 2 years. The instrument, which requires a short videotaped play interaction, provides sensitivity, control and unresponsiveness subscales for mothers and cooperativeness, compulsivity, difficultness, and passivity subscales for children.

The Career Adapt-Abilities Scale (CAAS) consists of four scales, each with six items. The four scales measure concern, control, curiosity, and confidence as psychosocial resources for managing occupational transitions, developmental tasks, and work traumas. A short form also exists. 

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.

Initially intended to assess the impact of a career planning program at a gifted and talented baccalaureate magnet high school in a Southeastern city, the College and Career Readiness Self-Efficacy Inventory (CCRSI) is a tool that measures an individual's belief in their ability to enter a career pathway and be successful in higher education settings. The CCRSI contains 14 statements that ask about one's confidence in performing behaviors that are important for college and career readiness, covering four main factors: College Knowledge, Positive Personal Characteristics, Academic Competence, and Potential to Achieve Future Goals. The scale uses a Likert scale ranging from “5: strongly agree” to “1: strongly disagree,” and the CCRSI’s overall score ranges from 14 (low) to 70 (high).

Year developed:2012.

The Caregiver Interaction Scale (CIS) is an instrument that measures parent and caregiver behaviors and interactions with children. The instrument consists of 26 items focused on sensitivity, harshness, detachment, and permissiveness. CIS was created in 1989 at the University of North Carolina-Chapel Hill’s Frank Porter Graham Child Development Institute and used in the evaluation of North Carolina’s Smart Start Initiative.

The CARES Observational Assessment Tool (CARES) is a classroom observation protocol designed to capture how teachers use culturally responsive practices in their daily instruction. It focuses on five core areas of culturally responsive teaching, which together give districts a structured way to look at how teachers build relationships, draw on students’ backgrounds, create inclusive classroom climates, and support meaningful engagement. The tool is based on 30-minute classroom observations and is commonly used in upper-elementary through high school settings.

The Casper Assessment for Social Emotional Skills (CASES) rubric addresses the social emotional skills gifted students should be working on throughout their K–12 education. The CASES rubric is used as a tool for measuring where a student is on a spectrum of social-emotional steps, and for looking at progression and in order to set goals and measure progress across multiple dates.

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 18-item Classroom Climate Scale measures three components of students' or teachers' perceptions of their classroom climate: student-student relationships, student-teacher relationships, and awareness/reporting. Respondents are asked to indicate the extent to which they agree or disagree with a series of declarative statements.

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 Challenging Situations Task (CST) is designed to assess a child's affective and behavioral responses when presented with hypothetical peer situations. The design of this instrument consists of the presentation of pictures of a particular situations, accompanied by verbal descriptions. Children are then prompted to indicate how they feel about the situation and asked to choose from four emotion choices using schematic drawings.

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 Child and Adolescent Wellness Scale (CAWS) is a self-report instrument that assesses the social and emotional competencies of children and adolescents. It has been used primarily for research purposes. Subscore(s): Adaptability, Conscientiousness, Connectedness, Emotional self-regulation, Empathy, Initiative, Mindfulness, Optimism, Self-efficacy, Social competence

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 Child Caregiver Interaction Scale (CCIS), Revised Edition is an observation-based instrument created by Dr. Barbara Carl, Ph.D that assesses caregiver-child interaction. The 14 items are based upon the Developmentally Appropriate Practice position statements of the National Association for the Education of Young Children’s (NAEYC) and the National Health and Safety Performance Standards. The CCIS, which measures emotional, cognitive/physical, and social behaviors, is appropriate for children from birth to 5 years.