The Instruments

Hello Insight provides a suite of social-emotional learning (SEL) assessment tools designed to measure and enhance youth development in various contexts. These instruments collect real-time, research-based data to help educators, program leaders, and researchers understand how young people develop critical SEL competencies in different environments. Each Hello Insight tool is tailored to a specific setting, offering actionable insights to improve programs and support positive youth development. Hello Insight: Youth Leadership and Action assesses SEL development in leadership-focused programs, emphasizing: Civic engagement – Interest and participation in community action. Empowerment – Confidence in leading and making decisions. Communication skills – Expressing ideas and advocating effectively. Collaboration – Engaging peers in meaningful projects. Intended for youth leadership programs, student councils, and activism initiatives, this assessment helps organizations evaluate how well they are preparing young people to take initiative and create change in their communities.

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 resource will help preservice and in-service teachers reflect on and assess how well they are implementing high-leverage practices (HLPs) for students with disabilities. In the tool, teachers and teacher candidates can self-assess on all 22 HLPs or target only specific HLPs. The content for this self-assessment is based on the HLP resources developed in the last several years (e.g., HLP videos, HLP Leadership Guides, and Practice-Based Learning Opportunities). The goals of this tool are as follows: To provide a resource that teacher candidates and in-service teachers can use to self assess and reflect on their use of HLPs. To provide teacher candidates, faculty, in-service teachers, and administrators data on HLP implementation that can be used to guide professional learning and supports. To provide a broad measure on the ability of teacher candidates and in-service teachers to implement HLPs, which can serve as a basis of discussion with faculty and administrators. This tool has four sections to represent the four areas of practice: (1) Collaboration; (2) Assessment; (3) Social/Emotional/Behavioral, and (4) Instructional. Teachers respond to the probes across the HLPs to indicate their understanding and use of HLPs in their classrooms using the following scale: 5 = Mastered. I already apply this skill to my work and have noted improvements in student learning. 4 = I can apply this skill to my work with some confidence. 3 = Making progress. I am just beginning to understand how to apply this skill to my work. 2 = I believe this concept and/or skill is important but do not yet understand how to apply it in my classroom. 1 = I am unfamiliar with this principle or element. N/A = Not applicable

The HSLS scales are used to measure students’ science attitudes, experiences, and aspirations over time. They include items on science interest, self-confidence, identity as a “science person,” and participation in science courses or activities. The goal is to track how students’ science skills and engagement develop from high school into postsecondary education.

There are 22 school-level variables, 37 items for the student questionnaire, a mathematic achievement score, and 29 parent items. 

The High School Survey of Student Engagement, a self-report measure, is built on a three-pronged framework of student engagement in their learning environment. The 121 items in this the survey consists of both open response and selected response questions. Subscore(s): Cognitive/intellectual/academic engagement, Social/behavioral/participatory engagement, Emotional engagement

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 HMH Math Inventory is an assessment that can be used for universal screening and growth monitoring. The adaptive, computer-based test can be taken three to five times per year. The HMH Math Inventory was developed with guidance from the National Math Panel, the National Council of Teachers of Mathematics, and was developed to align with the Common Core State Standards.

The HMH Reading Inventory, an adaptive test of reading comprehension developed by Houghton Mifflin Harcourt (HMH), consists of two subtests: the Foundational Reading Assessment and the Reading Comprehension Assessment.

This survey is meant to provide a social-emotional portrait of a young person. The data can be reported at an individual, classroom, school, and district level. The survey measures student perceptions of strengths and struggles in order to show where more support is needed. Subscore(s): Assertiveness, Engagement, Belonging, Reflection

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.

Catching “red flag” behaviors early is an essential part of helping children and adolescents before social-emotional difficulties become major roadblocks to success in school and in life. These two easy, reliable screening tools give K–12 education professionals a comprehensive look at a child’s social-emotional strengths and risk behaviors, both in school (the School Social Behavior Scales, Second Edition) and at home and in the community (the Home & Community Social Behavior Scales).

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 Homework Management Scale (HMS) measures self-regulation and students' abilities to manage homework completion. Subscore(s): Five subscale scores are reported: Arranging the environment, Managing time, Handling distraction, Monitoring motivation, Controlling emotion

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 How I Feel About Myself and School Questionnaire is a measure of youth wellbeing in the school context. 30‐item self‐report measure of emotion for 8‐ to 12‐year‐old children—the How I Feel (HIF). Item generation and selection occurred via 2 pilot administrations (ns = 250 and 378, respectively). The HIF can be useful in understanding the interplay between arousal and control in social‐emotional adjustment in school‐age children. Three scales are included: Positive Emotions (e.g., “I feel happy very often”); Negative Emotion (e.g., “When I felt sad, my sad feelings are very strong”); Emotion Control (e.g., : “I was in control of how often I felt mad”) Subscore(s): There are four subscores: Interpersonal, Life-satisfaction, Competence, Negative emotion

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 Identification with School Questionnaire includes 16 Likert-scale items assessing students' identification with or disidentification from 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 ISME (Identity and Science Measure for Everyone) is a short questionnaire that asks about perceptions of self, perceptions and interest in science, and participation in science-related activities. It also covers majors/career aspirations, personal/family backgrounds, possible future selves, and race/ethnicity. This instrument is composed of 5 Likert-style items.

The Implicit Person Theory Scale is an 8-item measure of the extent to which an individual believes they can change. Items within the measure are answered on a six-point Likert scale. Subscore(s): Implicit person theory

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 Implicit Theories of Intelligence Scale for Children (ITIS) measures growth mindset and the extent to which a child believes that her or his intelligence can be improved.

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.

Social psychologist Arthur Aron and colleagues (1992) developed the single-item Inclusion of Other in the Self (IOS) scale to measure how close the respondent feels with another person or group. The IOS has been given to respondents as young as five years old (Cameron, 2006), as well as to teens and adults. It has also been used with respondents living on a low income and previously incarcerated respondents (Folk et al., 2016; Mashek, Cannaday, & Tangney, 2007). Respondents see seven pairs of circles that range from just touching to almost completely overlapping. One circle in each pair is labeled "self, " and the second circle is labeled "other." Respondents choose one of the seven pairs to answer the question, "Which picture best describes your relationship with [this person/group]?" Researchers indicate what person or group the "other‚" circle stands for (e.g., "your romantic partner, " "your parents," "your community," etc.). 1 = no overlap; 2 = little overlap; 3 = some overlap; 4 = equal overlap; 5 = strong overlap; 6 = very strong overlap; 7 = most overlap. Subscore(s): Closeness

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.

Indicators of Individual Growth and Development for Infants and Toddlers (IGDI) measure development outcomes for children between 6 and 42 months. IGDI assessments are evaluations of 6-minute play sessions with the child and require the use of a set of toys in addition to administration materials. IGDI assessments can be conducted live during the play session, based on a video recording of the play session, or by observing the play session virtually.

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 Infant/Toddler Environment Rating Scale (ITERS) measures the environmental quality of childcare programs for children up to 30 months old. The instrument was originally developed in 1990 and is now offered in a revised version (Infant/Toddler Environment Rating Scale-Revised, ITERS-R). The 39 items of ITERS-R focus on the following seven domains: space and furnishings, personal care routines, listening and talking, activities, interaction, program structure, and parents and staff. ITERS-R is suitable for inclusive and culturally diverse settings.

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 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.

SELweb is an online, performance-based social-emotional learning (SEL) assessment system designed to measure social thinking skills and peer relationships. Subscore(s): Emotion Recognition, Social Perspective-Taking, Social Problem-Solving, 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 Instructional Climate Survey-Student version (ICS-S) is a 20-item measure of students' perceptions of school climate created in 1988 in response to an increased focus on school climate as a causative factor in students dropping out of school. Each item is answered on a five-point Likert scale ranging from 1 (strong disagree) to 5 (strongly agree).

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 Instructional Practices Inventory is a teacher-led process for (a) collecting data about student cognitive engagement during class time, (b) organizing the data into user-friendly profiles, and (c) leading faculty collaborative study of the data so classroom teachers can more effectively design and implement quality learning experiences for their students.

The Instructional Quality Assessment (IQA) is a classroom observation instrument that rates the nature and quality of classroom instruction by considering students‘ opportunities to engage in cognitively demanding mathematical work and discussions. The IQA uses the following elements to assess instruction: potential of the task, task implementation, rigor of the discussion, teacher‘s questions, and accountable talk.

The Instructional Quality Assessment Tool for Science (IQA-Science) is designed to measure how rigorous and intellectually engaging science instruction is in real classrooms. IQA-Science combines classroom observations with teachers’ assignments and samples of student work to capture what students are actually asked to do and how teachers support that work.

The IAR assesses the extent to which children believe that they are responsible for academic and intellectual successes and failures, rather than other people. Subscore(s): Positive event and negative event subscores are reported.

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 IDI examines how one engages cultural difference through reflection of past and current situations and experiences. An individual’s IDI profile report provides a perceived orientation score (how one sees themselves when interacting) and a developmental orientation score (how one actually interacts in situations) that pinpoints where, on a five-point continuum, the individual falls: denial, polarization, minimalization, acceptance, or adaption. An orientation gap is also reported that identifies how likely the user is to misread how effective they are in bridging across cultural differences. The profile report provides next steps an individual would take to further develop intercultural competence.

The International Civic and Citizenship Education Study (ICCS) is the only international, large-scale study of civic and citizenship education.ICCS investigates the ways in which young people are prepared to undertake their roles as citizens in a world where contexts of democracy and civic participation continue to change. ICCS reports on students’ knowledge and understanding of concepts and issues related to civics and citizenship, as well as their beliefs, attitudes, and behaviors with respect to this domain. For country enrollment, those interested are directed to contact IEA Amsterdam Director Dr. Andrea Netten.

ICCS 2022 participants include: Bulgaria, Brazil, Chile, Chinese Taipei, Colombia, Croatia, Cyprus, Denmark, Estonia, France, Germany (North Rhine-Westphalia and Schleswig-Holstein as benchmarking entities), Italy, Latvia, Lithuania, Malta, Netherlands, Norway, Poland, Romania, Serbia, Slovak Republic, Slovenia, Spain, and Sweden.

The Internet Skills Scale (ISS) measures internet skills, including the ability to search for information, practice online communication, and create online content. Subscore(s): Scores are reported for each skill type: Operational, Mobile, Information navigation, Social, Creative

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 Interpersonal Reactivity Index (IRI) consists of 28 items and measures 4 dimensions of empathy. Each dimension is composed of 7 items. All of the items are scored on a 5-point summative rating scale ranging from 1 "does not describe me well" to 5 "describes me very well." Subscore(s): 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.