This study examines the factor structure, reliability and validity of a novel school-based screening instrument for academic and disruptive behavior problems commonly experienced by children and adolescents with attention deficit hyperactivity disorder (ADHD). Participants included 39 classroom teachers from two public school districts in the northeastern United States. Teacher ratings were obtained for 390 students in grades K-6. Exploratory factor analysis supports a two-factor structure (oppositional/disruptive and academic productivity/disorganization). Data from the screening instrument demonstrate favorable internal consistency, temporal stability and convergent validity. The novel measure should facilitate classroom intervention for problem behaviors associated with ADHD by identifying at-risk students and determining specific targets for daily behavior report card interventions.