THRIVE Self Assessment

Serving diverse learners is a collective responsibility.

All students can learn and grow.

An inclusive school environment benefits all students.

There is value in engaging with parents and families as partners.

Using empathy is a valuable way to engage community members, such as families.

THRIVE Self Assessment

The THRIVE Self Assessment is designed to deepen understanding of your school/district/network's special education programming across five core elements: Culture of Inclusion, Student-Centered Curriculum & Instruction, Shared Understanding of Special Education Mandates, Equitable Systems and Resource Management, and Meaningful Family Partnerships.

To see how your program stacks up against others nationwide, complete this 10-15 minute self-assessment. You can either complete the survey on behalf of schoolwide practices or for your whole district depending on what is most helpful.

After you submit your survey, we'll send you a personalized set of results and recommendations. Your information will remain anonymous and will not be shared with anyone in any identifiable way - unless we have your written permission.

-The Ability Challenge Team
What is your role?*

General Education TeacherSpecial Education TeacherDistrict LeaderSchool Leader (e.g. AP, etc)Specials TeacherRelated Services ProviderInterventionistAide/ParaprofessionalInstructional CoachOther
What is the name of your school? *
What is your district/network?*
What grade(s) do you teach/work with?*

Pre-KK - 2nd3rd - 5th6th - 8th9th - 12thAdultOther

How long have you worked in*

Rows	0 - 2 Years	3 -5 Years	6 - 10 Years	11 - 20 Years	20+ Years
The field of education.
This school/district/network.

Our school/district/network believes that*

Our school/district/network leaders*

Rows	SA	A	N	D	SD	N/A
Understand their role in establishing an inclusive culture.
Expect that staff demonstrate a strengths-based understanding of student potential for all students.
Are effective at leading and managing change practices focused on inclusion.
Communicate clear roles and responsibilities for all staff related to serving students with disabilities.

In our school/district/network, staff know*

Rows	SA	A	N	D	SD	N/A
The basics of special education laws and mandates.
How disabilities impact learning.
How to operate with cultural competence, especially with respect to building relationships with families.

In our school/district/network, staff*

Rows	SA	A	N	D	SD	N/A
Effectively and regularly communicate with families.

Our school/district/network*

Rows	SA	A	N	D	SD	N/A
Has effective formal and informal collaboration practices across teams.
Provides structures for collaborative approaches to classroom instruction (e.g., co-teaching, co-planning, etc.).
Effectively plan and co-plan.
Implements a whole school schedule(s) that facilitate(s) collaboration and co-planning between general and special educators.

Our school/district/network*

Rows	SA	A	N	D	SD	N/A
Uses evidence-based instructional and assessment practices for diverse learners.
Has clear expectations for communicating teaching outcomes and skills being taught in each classroom.
Implements curriculum that has standards-aligned units of study (both academic and social emotional).
Has established practices and expectations for using data to make instructional decisions.
Implements successful differentiation and specialized instruction strategies to meet the needs of diverse learners.
Fosters supportive relationships and learning environments for all students.

Our school/district/network*

Rows	SA	A	N	D	SD	N/A
Writes clear and effective documents (e.g., IEPs, BIPs).
Designs and delivers special education programming tailored to individual student needs.
Holds effective IEP team meetings.
Has effective practices for progress monitoring in special education.
Implements regular compliance monitoring for special education.
Implements an integrated approach to the provision of related and other special education services.

Our school/district/network*

Rows	SA	A	N	D	SD	N/A
Intentionally differentiates how MTSS and special education are each implemented.
Prioritizes special education through effective staffing and equitable resource allocation.
Has a continuum of special education placements that meets the needs of our student population (e.g., special education support in the general education classroom, pull out, etc.)
Regularly collects and uses data for making key special education decisions.
Has clear policies and procedures for special education referral and evaluation (e.g., child find).
Offers regular family training and development opportunities related to special education.

Rows	SA	A	N	D	SD	N/A
A bold, clear vision for inclusion.
Processes for holding staff accountable for aligning their practices to the vision for inclusion.
A clear action plan for implementing or making changes aligned with its vision for inclusion.
Clear expectations and established systems for addressing and mitigating bias (e.g., training, complaint procedures, etc.)