Ecosystem Readiness Assessment

Please complete before your free consultation * Takes about 8 minutes

www.connectioncapacity.com

How to complete this assessment

Rate each statement based on your current reality today - not your goals or intentions. There are no right answers. Your responses simply help us understand where to focus our conversation and recommend a starting point for future work.

First Name

Last Name

Role

Organization

OrganizationSize

Classroom Ecosystems
How students and teachers experience day-to-day instruction and relationships

1 = Not True Yet. 2 = Rarely True 3 = Sometimes True 4 = Usually True 5 = Consistently True

1. Teachers consistently build positive, individual relationships with every student - including the most challenging ones.

2. Classroom routines and behavioral expectations are clear, consistently taught, and proactively reinforced.

3. Teachers have practical, go-to strategies to de-escalate conflict without relying on removal or punishment.

Schoolwide Ecosystems
How culture, systems, and staff collaboration function across the building

1 = Not True Yet. 2 = Rarely True 3 = Sometimes True 4 = Usually True 5 = Consistently True

1. Staff share a common language and approach to behavior support across the building.

2. There are clear, consistently used systems for students who need more support than classroom strategies alone.

3. New and existing staff are onboarded and supported in the school's relational/behavioral culture, not just its rules.

Districtwide Ecosystems
How policy, alignment, and resources support (or hinder) the work across schools

1 = Not True Yet. 2 = Rarely True 3 = Sometimes True 4 = Usually True 5 = Consistently True

1. Behavioral expectations and support systems are aligned - not reinvented - across in the district.

2. District policy and practice actively support relational/restorative approaches rather than working against them.

3. Time, staffing, and funding are allocated in a way that can sustain behavioral systems for the long term.

Behavioral Leadership Ecosystems
How leaders build, coach, and sustain capacity in others

1 = Not True Yet. 2 = Rarely True 3 = Sometimes True 4 = Usually True 5 = Consistently True

1. School and district leaders are equipped to coach staff on behavior and relational practice, not just enforce policy.

2. Leaders visibly model the relational practices they expect staff to use with students.

3. There is a clear, intentional pipeline for developing behavioral leadership capacity (coaches, deans, teacher-leaders).

Evaluation
How progress and impact are measured over time

1 = Not True Yet. 2 = Rarely True 3 = Sometimes True 4 = Usually True 5 = Consistently True

1. We collect meaningful data on relationships and climate - not just discipline referrals and suspensions.

2. We regularly review data as a team to determine what's working and what isn't.

3. We have a clear way to measure the return on our investment in behavioral and relational work.

A Bit More Context
Two quick questions to help us prepare for your consultation

1 = Not True Yet. 2 = Rarely True 3 = Sometimes True 4 = Usually True 5 = Consistently True

1. What's the one challenge related to student behavior, relationships, or school culture that's keeping you up at night right now?

Question 1

2. If our work together were a total success, what would be different in 12 months?

Question 2

Your Scoring Summary
Add each section total below - we'll do the same on our end/side

Classroom Ecosystems

Ecosystem Area

Schoolwide Ecosystems

Districtwide Ecosystems

Behavioral Leadership Ecosystems

Evaluation

Tip: Rank your lowest-scoring section as your #1 priority - that's typically the highest-leverage starting point for our work.

Let's Connect

5309 McPherson Blvd.,

Suite 105-122

Fort Worth, Texas 76123

682-235-2391

TERMS & CONDITIONS

DISCLAIMER

Ecosystem Readiness Assessment

Please complete before your free consultation * Takes about 8 minutes

www.connectioncapacity.com

Classroom Ecosystems How students and teachers experience day-to-day instruction and relationships

1 = Not True Yet. 2 = Rarely True 3 = Sometimes True 4 = Usually True 5 = Consistently True

1. Teachers consistently build positive, individual relationships with every student - including the most challenging ones.

2. Classroom routines and behavioral expectations are clear, consistently taught, and proactively reinforced.

3. Teachers have practical, go-to strategies to de-escalate conflict without relying on removal or punishment.

Schoolwide Ecosystems How culture, systems, and staff collaboration function across the building

1 = Not True Yet. 2 = Rarely True 3 = Sometimes True 4 = Usually True 5 = Consistently True

1. Staff share a common language and approach to behavior support across the building.

2. There are clear, consistently used systems for students who need more support than classroom strategies alone.

3. New and existing staff are onboarded and supported in the school's relational/behavioral culture, not just its rules.

Districtwide Ecosystems How policy, alignment, and resources support (or hinder) the work across schools

1 = Not True Yet. 2 = Rarely True 3 = Sometimes True 4 = Usually True 5 = Consistently True

1. Behavioral expectations and support systems are aligned - not reinvented - across in the district.

2. District policy and practice actively support relational/restorative approaches rather than working against them.

3. Time, staffing, and funding are allocated in a way that can sustain behavioral systems for the long term.

Behavioral Leadership Ecosystems How leaders build, coach, and sustain capacity in others

1 = Not True Yet. 2 = Rarely True 3 = Sometimes True 4 = Usually True 5 = Consistently True

1. School and district leaders are equipped to coach staff on behavior and relational practice, not just enforce policy.

2. Leaders visibly model the relational practices they expect staff to use with students.

3. There is a clear, intentional pipeline for developing behavioral leadership capacity (coaches, deans, teacher-leaders).

Evaluation How progress and impact are measured over time

1 = Not True Yet. 2 = Rarely True 3 = Sometimes True 4 = Usually True 5 = Consistently True

1. We collect meaningful data on relationships and climate - not just discipline referrals and suspensions.

2. We regularly review data as a team to determine what's working and what isn't.

3. We have a clear way to measure the return on our investment in behavioral and relational work.

A Bit More Context Two quick questions to help us prepare for your consultation

1 = Not True Yet. 2 = Rarely True 3 = Sometimes True 4 = Usually True 5 = Consistently True

1. What's the one challenge related to student behavior, relationships, or school culture that's keeping you up at night right now?

2. If our work together were a total success, what would be different in 12 months?

Your Scoring Summary Add each section total below - we'll do the same on our end/side

Classroom Ecosystems

Ecosystem Area

Schoolwide Ecosystems

Districtwide Ecosystems

Behavioral Leadership Ecosystems

Evaluation

Tip: Rank your lowest-scoring section as your #1 priority - that's typically the highest-leverage starting point for our work.

Let's Connect

Classroom Ecosystems
How students and teachers experience day-to-day instruction and relationships

Schoolwide Ecosystems
How culture, systems, and staff collaboration function across the building

Districtwide Ecosystems
How policy, alignment, and resources support (or hinder) the work across schools

Behavioral Leadership Ecosystems
How leaders build, coach, and sustain capacity in others

Evaluation
How progress and impact are measured over time

A Bit More Context
Two quick questions to help us prepare for your consultation

Your Scoring Summary
Add each section total below - we'll do the same on our end/side