Conflict Checkpoint Pre Test
Tier 1 Core Skills Texas SB 12 Compliant • Grades 9–12
Conflict Checkpoint Pre-Test
Baseline Inventory
Student Name:
Date:
Period:
Directions: This inventory is not graded for right or wrong answers. It measures your current knowledge, attitudes, and practical skills for handling interpersonal conflict productively. Circle the number that best reflects your honest response.
1 Strongly Disagree
2 Disagree
3 Neutral / Unsure
4 Agree
5 Strongly Agree
1 • Knowledge
I can clearly explain the difference between healthy conflict (respectful problem-solving) and destructive conflict (personal attacks or hostility).
1 2 3 4 5
2 • Attitude
I believe that resolving disagreements through calm communication and mutual compromise can make a relationship stronger rather than weaker.
1 2 3 4 5
3 • Skill
When a disagreement starts to escalate, I can pause to control my emotions and actively listen to the other person's side before reacting.
1 2 3 4 5
4 • Knowledge
I can name at least two practical de-escalation strategies (such as using "I" statements or taking a cooling-off break) to prevent arguments from getting out of hand.
1 2 3 4 5
5 • Skill
In a tough conversation, I can express my own feelings and boundaries respectfully without insulting, shouting, or shutting down completely.
1 2 3 4 5
Student Self-Reflection & Growth Goal
Looking at your responses above, identify one specific communication or de-escalation skill you want to practice and improve this semester:
Instructional Focus: Civil Discourse & Constructive Conflict Management Aligned with Texas SB 12 & TEC § 28.002 Guidelines
Conflict Pre Test Answer Key
Educator Diagnostic Guide Tier 1 • Texas SB 12 Standards
Conflict Pre-Test Answer Key & Guide
Teacher Reference
Interpreting Likert Pre-Test Responses: A score of 4 (Agree) or 5 (Strongly Agree) indicates baseline proficiency. Ratings of 1 to 3 highlight primary instructional targets for Tier 1 direct instruction, guided modeling, and structured civil discourse practice.
1 • Knowledge Healthy vs. Destructive Conflict Target: 4–5
Benchmark Criteria: Students must distinguish that healthy conflict targets the problem/issue through respectful dialog, while destructive conflict attacks the person via insults, hostility, or coercion.
Teaching Focus if ≤ 3: Teach the "Attack the Problem, Not the Person" model. Emphasize that disagreement is natural and beneficial when handled constructively.
2 • Attitude Conflict as Relationship-Strengthening Target: 4–5
Benchmark Criteria: Students view conflict resolution as a collaborative bridge rather than a win/loss competition. Understanding that healthy compromise builds lasting trust and mutual respect.
Teaching Focus if ≤ 3: Reframe conflict from a threat to an opportunity. Share historical and workplace case studies showing collaboration yielding durable solutions.
3 • Skill Emotional Pause & Active Listening Target: 4–5
Benchmark Criteria: Demonstrates intentional emotional self-regulation (taking a breath, cognitive pause) and listening to understand rather than simply planning an immediate rebuttal.
Teaching Focus if ≤ 3: Conduct the "Reflective Response" drill: require students to paraphrase the speaker's core point before offering their perspective.
4 • Knowledge De-Escalation Strategies Target: 4–5
Benchmark Criteria: Identifies two concrete techniques: (1) Constructive "I" statements ("I feel concerned when... because I need..." vs. accusatory "You" statements), and (2) requesting a structured cooling-off timeout.
Teaching Focus if ≤ 3: Provide formula cards for "I" statements. Model how to request a respectful timeout without abandoning accountability.
5 • Skill Assertive & Respectful Expression Target: 4–5
Benchmark Criteria: Communicates personal boundaries firmly and civilly without resorting to aggression (shouting, name-calling) or passive withdrawal (stonewalling/silent treatment).
Teaching Focus if ≤ 3: Contrast Assertive vs. Aggressive vs. Passive communication styles. Practice boundary-setting roleplays with feedback rubrics.
Evaluating the Student Reflection & Goal Prompt
Ensure student goals follow actionable, skill-based criteria: (1) targets a single observable behavior (e.g., using a 5-second pause or writing an "I" statement), (2) describes a realistic peer or school scenario, and (3) promotes personal accountability rather than blaming others.
Instructional Alignment: Objective Life Skills, Civil Discourse & Respect Complies with Texas SB 12 / TEC § 28.002 Curriculum Mandates
