Belonging:

• I like this school.
• I have friends at school.
• I know how to ask for help from an adult at school.

Safe Environment

• My teacher believes that I can learn.
• I feel safe when I am in school.
• I feel safe during recess

Self-Awareness

• I like to try new things.
• I feel sad.
• I feel afraid.
• I am worried.

Self-Efficacy

• I can learn the things my teacher shows me.
• I enjoy learning at school.
• I can keep up with what is being taught.

Self-Management

• I can calm myself down when I am excited or upset.
• I am good at sharing my ideas.
• I have trouble working alone.

Social Awareness

• I feel bad when someone gets their feelings hurt.

Social Engagement

• I like to work with other students.
• I join in with class activities.
• It is hard to pay attention in class.
• I am glad to see my friends.

Social Management

• I have trouble waiting my turn.
• I get along with other students.
• It is hard to pay attention in class.
• I am glad to see my friends.

Supportive Environment

• My teacher cares about me.
• My teacher helps me when I don't understand something.
• I understand what I am supposed to do in class.

Belonging and Identity:

• This school has effective equity practices for all.
• I feel proud of my school.
• In my school, I feel that I belong to a group of friends.
• There is at least one adult in this school I can talk to if I have a problem.
• I feel good about my cultural or ethnic background.

Critical Thinking

• I like to imagine new ways to do things.
• When my solution to a problem is not working, I try to figure out what went wrong.
• I think of more than one solution when I have a problem.
• I am good at figuring out the best solution to problems I am facing.
• I solve problems by first breaking them into smaller steps.  

Future Orientation

• I am good at staying focused on my goals.
• I know I will graduate from high school.
• I have a plan for what I want to do after high school.
• I am hopeful about my future.

Perseverance/Grit

• I am a hard worker.
• I finish whatever I begin.
• Setbacks don't discourage me.

Interpersonal Skills

• Students are involved in solving problems at this school.
• My teacher(s) often tell me how I am doing in their class.
• Adults in this school help me plan and set goals for my future.
• I am respectful of others at this school.
• I work well in a group or team.
• I can communicate effectively to a variety of people (audiences).
• I can discuss a problem with a friend without making it worse.
• I feel bad when someone gets their feelings hurt.
• I am comfortable interacting with people from a different racial or ethnic background.

Sel-Efficacy and Mindsets

• It's important to me that I improve my skills this year.
• I can learn the things taught in school.
• What we do in school will help me succeed in life.
• How smart I am is something that I can change.
• I try even if I might fail.

Self Management

• I work hard at school.
• I concentrate on my schoolwork.
• I pay attention to how I feel.
• I can resist doing something when I know I should not do it.
• I can calm myself down when I am excited or upset.

Supportive Learning Environment

• I feel safe at this school.
• The rules about behavior are equally applied to all students in this school.
• I enjoy coming to this school.
• Most students are respectful of others at this school.
• In this school, there is at least one adult who knows and cares about me.
• The work I do at this school is useful and interesting to me.
• Student success is celebrated in this school.
• The rules against bullying are enforced by all adults in this school.

Clear and Shared Focus

• In my classes, students are busy doing schoolwork.
• My teacher(s) believe student learning is important.
• This school is doing a good job of preparing me to succeed in life.

Effective Leadership

• My teacher(s) listen to my ideas and/or concerns.
• In class, we often work with other students to solve a problem/do a task.
• If I want to talk with my teacher(s), they are available to me.
• The principal of this school believes student learning is the #1 priority.
• Our school engages in difficult conversations about race, gender, oppression, and discrimination.
• At our school, we talk about race, gender, and discrimination.**  
• My teacher(s) help me learn in more ways than the teacher just talking in front of the class.
• I often see the principal or administrators around the school talking to students.

High Expectations and Standards

• My teacher(s) expect me to do my best.
• My teachers(s) provide lessons and activities that challenge me to learn.
• My teacher(s) expect all students to succeed, no matter who they are.
• I understand the expectations at this school.
• All students have access to rigorous courses and support.
• Student placement in advanced classes is not influenced by race, gender, or socioeconomic status.*
• Students of all races and genders have the same chance for special classes, activities, and rewards.**

Monitoring of Teaching and Learning

• My teacher(s) ask questions of all students, not just some students.
• My teacher(s) find other ways for me to learn things I find difficult.
• My teacher(s) tell me the purpose of each lesson or activity.
• My teacher(s) help me to learn by challenging me with interesting activities in class.

Parent and Community Involvement

• This school communicates with my family about how I am doing.
• My parents/family feel welcome to visit this school.
• This school respects student differences.

*Item included for secondary students only (grades 6-12)

**Item included for elementary students only (grades 4-5)