Rarely, if ever, communicates Sends home occasional Regularly updates families on Regularly updates families on with families on ways to support suggestions on how families curriculum throughout the curriculum throughout the year, children at home or at school. can support children at home year and suggests strategies and prompts most families to or at school. for supporting learning at use one or more suggested III-B-2. school and home, including strategies for supporting appropriate adaptation for learning at school and home. Curriculum Support students with disabilities or Consistently seeks out limited English proficiency. feedback and evidence of impact. Models this practice for others. Indicator III-C. Communication Engages in regular, two-way, and culturally proficient communication with families about student learning and performance. Unsatisfactory Needs Improvement Proficient Exemplary Communicates with or Relies primarily on newsletters Regularly communicates with Regularly uses a two-way responds to families only and other one-way media to families about student learning system that supports frequent, through report cards, and/or communicate with families; and performance, and invites proactive, and personalized communicates with families usually responds promptly and and responds promptly to communication with families inappropriately or respectfully to communications communications from families student learning and III-C-1. disrespectfully; makes no from families, but demonstrates while demonstrating performance, while Culturally Proficient effort to understand different inconsistent or little understanding of and respect demonstrating understanding Communication home languages, cultures, understanding of different for different home languages, of and appreciation for and values. home languages, cultures, and cultures, and values. different families’ home values. language, culture, and values. Models this practice for others.
III-B-2. Curriculum Support Rarely, if ever, communicates with families on ways to support children at home or at school. Sends home occasional suggestions on how families can support children at home or at school. Regularly updates families on curriculum throughout the year and suggests strategies for supporting learning at school and home, including appropriate adaptation for students with disabilities or limited English proficiency. Regularly updates families on curriculum throughout the year, and prompts most families to use one or more suggested strategies for supporting learning at school and home. Consistently seeks out feedback and evidence of impact. Models this practice for others. Indicator III-C. Communication Engages in regular, two-way, and culturally proficient communication with families about student learning and performance. Unsatisfactory Needs Improvement Proficient Exemplary III-C-1. Culturally Proficient Communication Communicates with or responds to families only through report cards, and/or communicates with families inappropriately or disrespectfully; makes no effort to understand different home languages, cultures, and values. Relies primarily on newsletters and other one-way media to communicate with families; usually responds promptly and respectfully to communications from families, but demonstrates inconsistent or little understanding of different home languages, cultures, and values. Regularly communicates with families about student learning and performance, and invites and responds promptly to communications from families while demonstrating understanding of and respect for different home languages, cultures, and values. Regularly uses a two-way system that supports frequent, proactive, and personalized communication with families student learning and performance, while demonstrating understanding of and appreciation for different families’ home language, culture, and values. Models this practice for others.