items for each domain and helped ensure that item and measure development conformed to best practice. Items for the grade 5 form were simplified to ensure students could read and understand the content. For example, the item, working at this school treat all students respectfully, “Adults regardless of students’ race, culture, family background, sex, or sexual orientation” was administered in grade 8 and grade 10; the corresponding item in grade 5 was, "Adults working at this school treat all students respectfully". Items were also developed for the specific school climate context. For example, the item, our school, a teacher or other adult is available for “At students if they need help because of sexual assault or dating violence” was only administered on the grade 10 survey. Similarly, items related to cyber-bullying were placed on the grade 8 form to account for the predominance of this type of bullying in middle-school grades. Once items were selected or developed, they were reviewed by different stakeholder groups. Stakeholder Engagement Multiple stakeholder groups (agency experts, student advisory councils, principal and teacher advisory councils, and special interest groups) met to review items. The item review process also prompted new item development. Three to four times the number of items needed for the final surveys were developed or selected, and students and other stakeholders were asked to rate them. The item review process was designed to ensure item representativeness (did the items measure the concept it was designed to measure?), accessibility (would students understand it?), actionability (would schools be able to use the information?), and responsiveness (would the
items for each domain and helped ensure that item and measure development conformed to best practice. Items for the grade 5 form were simplified to ensure students could read and understand the content. For example, the item, “Adults working at this school treat all students respectfully, regardless of students’ race, culture, family background, sex, or sexual orientation” was administered in grade 8 and grade 10; the corresponding item in grade 5 was, "Adults working at this school treat all students respectfully". Items were also developed for the specific school climate context. For example, the item, “At our school, a teacher or other adult is available for students if they need help because of sexual assault or dating violence” was only administered on the grade 10 survey. Similarly, items related to cyber-bullying were placed on the grade 8 form to account for the predominance of this type of bullying in middle-school grades. Once items were selected or developed, they were reviewed by different stakeholder groups. Stakeholder Engagement Multiple stakeholder groups (agency experts, student advisory councils, principal and teacher advisory councils, and special interest groups) met to review items. The item review process also prompted new item development. Three to four times the number of items needed for the final surveys were developed or selected, and students and other stakeholders were asked to rate them. The item review process was designed to ensure item representativeness (did the items measure the concept it was designed to measure?), accessibility (would students understand it?), actionability (would schools be able to use the information?), and responsiveness (would the