Although there is a growing body of evidence to support the use of direct behavior rating (DBR) as a formative behavioral assessment method in school-based problem-solving models, this work has centered largely on the assessment of attending and problem behaviors and on the use of single-item DBR scales. The primary purpose of the current study was to report on the development and initial validation of teacher-completed multi-item DBR scales (DBR-MIS) designed to assess three constructs that represent behaviors that are widely considered to support student academic achievement (Academic Engagement, Interpersonal Skills, and Study Skills). Development of the scales involved a content validity study utilizing feedback from a panel of consumers (teachers, parents, and school administrators) and a panel of researchers with expertise in school-based behavioral assessment. Results of an exploratory factor analysis of ratings completed by teachers in Grades K through 3 (N = 307) supported a one-factor solution for each of the aforementioned constructs. Favorable internal consistency was found for each scale. [This paper will be published in "School Mental Health."]